Shaping maker education through design thinking: A lesson study perspective

Abstract

The integration of Design Thinking (DT) and Maker Education (ME), known as DT-Making pedagogy (DTMP), has become a prominent practice in ME settings. While previous studies have highlighted its benefits for students, there remains a gap in understanding how teachers can effectively implement it to promote students’ maker mindsets. To address this gap, we collaborated with four elementary STEM teachers engaged in a Lesson Study (LS) cycle. Our aim was to delve deeper into DTMP and analyze teachers' pedagogical practices in utilizing it. We conducted an analysis of a real classroom session, employing a hierarchical and nested coding scheme to assess the teachers' use of artifacts and questioning techniques. Our analysis uncovered three significant ways in which DT contributes to reframing ME provided by teachers engaged in the LS cycle: 1) utilizing DT process models to structure learning activities; 2) using DT toolkits to scaffold, visualize, and assess learning; 3) employing DT strategies to support questioning practices. Building on these findings, we developed practical recommendations to support teachers effectively implementing DTMP to develop students’ maker mindsets, bridging the theory-practice gap and enhancing student learning experiences.