{"title":"A conceptual model for educating design thinking dispositions","authors":"","doi":"10.1007/s10798-024-09881-x","DOIUrl":null,"url":null,"abstract":"<h3>Abstract</h3> <p>Design thinking dispositions are essential for students to understand why design thinking knowledge should be applied to perform specific tasks. However, few studies are focused on teaching design thinking dispositions. This study proposes a conceptual model that supports teaching design thinking dispositions to address this gap. The model was instantiated in an undergraduate course. Students’ reflections about the course were collected to evaluate the model. The use of the model is also demonstrated by considering different teaching scenarios. This study contributes to better teaching and learning design thinking dispositions based on a unique model that helps educators organize their design thinking courses. The study also derives some implications for educators. While teaching design thinking knowledge and skills is essential, developing students’ design thinking dispositions is equally essential.</p>","PeriodicalId":50286,"journal":{"name":"International Journal of Technology and Design Education","volume":null,"pages":null},"PeriodicalIF":2.0000,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Technology and Design Education","FirstCategoryId":"5","ListUrlMain":"https://doi.org/10.1007/s10798-024-09881-x","RegionNum":3,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
Design thinking dispositions are essential for students to understand why design thinking knowledge should be applied to perform specific tasks. However, few studies are focused on teaching design thinking dispositions. This study proposes a conceptual model that supports teaching design thinking dispositions to address this gap. The model was instantiated in an undergraduate course. Students’ reflections about the course were collected to evaluate the model. The use of the model is also demonstrated by considering different teaching scenarios. This study contributes to better teaching and learning design thinking dispositions based on a unique model that helps educators organize their design thinking courses. The study also derives some implications for educators. While teaching design thinking knowledge and skills is essential, developing students’ design thinking dispositions is equally essential.
期刊介绍：
The International Journal of Technology and Design Education seeks to encourage research and scholarly writing about any aspect of technology and design education. Critical, review, and comparative studies are particularly prominent, as are contributions which draw upon other literatures, such as those derived from historical, philosophical, sociological or psychological studies of technology or design, in order to address issues of concern to technology and design education.
One of the most significant developments of recent years has been the emergence of technology and design education as an integral part of general education in many parts of the world. Its distinctive curriculum features are technological literacy and capability and it highlights the importance of `knowledge in action'', of `doing'' as well as `understanding''.
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