Activist Learners’ Creative Thinking Processes in Posing and Solving Geometry Problem

<p style="text-align: justify;">This study aimed to describe the creative thinking process of students with active learning styles in proposing and solving problems on geometry material. The research instruments were Honey and Mumford's Learning Style Questionnaire (LSQ), problem-solving and submission test sheets, and interview guidelines. The LSQ questionnaire was distributed to students majoring in mathematics education at a university in Malang, Indonesia, with a total of 200 students. Students who have an active learning style and meet the specified criteria will be selected as research subjects. Based on research on creative thinking processes in proposing and solving problems in students with active learning styles, it was found that there were differences in behaviour between subject 1 and subject 2 at each stage of creative thinking. However, based on the researcher's observations of the behaviour of the two subjects at each stage of their thinking, there are similarities in behaviour, namely, they tend to be in a hurry to do something, prefer trial and error, and get ideas based on daily experience.</p>

Using the Design Thinking Process to Co-create a New, Interdisciplinary Design Thinking Course to Train 21st Century Graduate Students

Background: Our instructional team at the The University of North Carolina at Chapel Hill led an innovative project that used IDEO.org's design thinking process to create a brand-new interdisciplinary graduate course, housed in the school of public health, titled Design Thinking for the Public Good. We offer our course design process as a case study of the use of design thinking for course design.Methods: We collected data and generated insights through a variety of inspiration, ideation, and implementation design thinking methods alongside members of our three stakeholder groups: (2) faculty who teach or have taught courses related to design thinking at our higher education institution; (2) design thinking experts at ours and other institutions and outside of higher education; and (3) graduate students at our institution.Results: We learned that interdisciplinary design thinking courses should include growth-oriented reflection, explicit group work skills, and content with a real-world application.Conclusions: Our course design process and findings can be replicated to design courses regardless of area of study, level, or format.

Enhancing innovative delivery in schools using design thinking

The pandemic has created challenges in all sectors of the economy and education. Traditional teaching approaches seem futile in the new context, thus the need to constantly reinvent the delivery to meet the fast-paced changes in the education domain. Hence, Design Thinking (DT) is an alternative approach that might be useful in the given context. DT is known to be a human-centric approach to innovative problem-solving processes. DT could be employed in the delivery process to develop twenty-first-century skills and enhance creativity and innovation, in an attempt to identify alternative solutions. The study explores the role of design thinking (DT) in the form of empathy, thinking process, gamified lessons and curriculum enhancement, which leads to innovative delivery among teachers. It enhances and facilitates innovative content delivery by leveraging creativity. The study targeted 131 teachers, whereby 61 are primary school teachers and 70 are secondary school teachers. A questionnaire constituting of 23 close-ended questions using the 5-point Likert scale was used to collect data. Data was analyzed using SmartPLS to establish relationships between DT and Innovative Delivery in schools. The data was further analyzed to seek co-relations between the DT steps and the successful transformation of content delivery by teachers. The study established a framework for the application of design thinking for teachers as the primary support in developing activities for their students. It shows that thinking process, gamifying lessons and curriculum enhancement have positive significance in innovative delivery, whereas empathy did not show a significant positive relationship. The outcome of this study will help fill the gap towards creating an interesting method of delivery in schools and constantly innovating the method to suit the evolving generation. This insight is crucial for the Ministry of Education and policymakers to enhance teachers’ ability to innovatively deliver content to students.

21ĀM NŪṞṞĀṆṬUK KALVIYIL CINTAṈAIT TŪṆṬAL KAṞPITTAL MUṞAI [THE INQUIRY METHOD IN 21ST CENTURY EDUCATION]

The Inquiry Method in 21st century Education is a fun teaching method where students can express themselves freely. Characteristics of this method are submitting problems, allowing all students to comment, and then evaluating the answer. This learning approach, which is diagnostic through questions. Hence the attitude of students engaging in learning on their own. In this way students are able to focus fully on the curriculum as they act with a research mindset. The thinking process involves step-by-step problem finding, observing and describing problems, preparing questions, analyzing the answers to the questions, sharing the solution, and compiling. The Inquiry Method in teaching is students centred which stimulates thinking and research attitudes, fosters creativity and lead to sustainable learning.

Cognitive prediction of obstacle's movement for reinforcement learning pedestrian interacting model

Recent studies in pedestrian simulation have been able to construct a highly realistic navigation behaviour in many circumstances. However, when replicating the close interactions between pedestrians, the replicated behaviour is often unnatural and lacks human likeness. One of the possible reasons is that the current models often ignore the cognitive factors in the human thinking process. Another reason is that many models try to approach the problem by optimising certain objectives. On the other hand, in real life, humans do not always take the most optimised decisions, particularly when interacting with other people. To improve the navigation behaviour in this circumstance, we proposed a pedestrian interacting model using reinforcement learning. Additionally, a novel cognitive prediction model, inspired by the predictive system of human cognition, is also incorporated. This helps the pedestrian agent in our model to learn to interact and predict the movement in a similar practice as humans. In our experimental results, when compared to other models, the path taken by our model’s agent is not the most optimised in certain aspects like path lengths, time taken and collisions. However, our model is able to demonstrate a more natural and human-like navigation behaviour, particularly in complex interaction settings.

Study of STEM for Sustainability in Design Education: Framework for Student Learning and Outcomes with Design for a Disaster Project

STEM has successfully introduced an interdisciplinary education model that can be used for training students to develop skillsets for the 21st century. STEM Education for Sustainability (STEM4S) expands the scope of education to meet rapidly changing global challenges, such as climate change and SDGs by the United Nations, which require the multidisciplinary curriculum to be integrated into STEM. Design-based tasks play a significant role in STEM education by promoting students’ critical thinking and problem-solving abilities. While STEM successfully employs design, design education currently conducts subjective procedures and lacks the framework for adopting the critical-thinking process. Therefore, design education can develop students’ cognitive skills by reflecting on STEM learning experiences. This study articulates the framework for design education by investigating problem-based and project-based learning and the double-diamond diagram for innovation. The goal of this study was to apply these observations and formulate the framework for STEM4S. This study examined the framework adopted at the National Taiwan Normal University in the Department of Design, with qualitative analysis of participants and quantitative analysis of questionnaire results. Finally, the researchers discuss the research questions and future applications of this framework.

Architecture, Waste, and the Circular Economy

Waste is a modern global crisis. The world is drowning in an unprecedented amount of waste due to an increasing linear economy model that drive societies to consume more every day. It was reported that the average American citizen consume nearly 32 times more that the average Indian citizen. Companies, businesses, and corporates are continuously racing to deplete the planet’s natural resources in an astonishing rate. The design and construction sector alone is responsible for 30-40% of total solid waste worldwide, yet as architects, designers, and planners the waste problem is almost absent from the current discourse, both in practice and academia. Beyond sustainability, and if ideas such as the Dutch “CircularCity” become more appealing to architects, designers, and clients, the architectural education must adopt a transformational shift in the design thinking process to prepare a more responsible future architect. A shift from goal-oriented design to means-oriented design requires a shift in the design education, and the studio pedagogy. A transformation is needed in education, practice, research, and the related professions to address the current and emerging economic challenges more so post crises and pandemics, and through the built environment lens. It is time to define the role of architecture and design in the circular economy paradigm shift.