The effects of two empathy strategies in design thinking on pre-service teachers’ creativity

IF 2.5 4区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
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Abstract

Teachers are increasingly encouraged to creatively integrate technology into their classroom instruction as designers of technology-enhanced learning (TEL). However, they are often not competent in designing TEL due to their lack of experience as participatory designers as well as the ill-structure nature of TEL design problem. Design thinking, as a methodology and a framework for the design process, can serve as a guideline for the development of pre-service teachers’ creativity. However, there is a lack of research investigating whether the strategies used in the empathizing stage of the design thinking process affect pre-service teachers’ creativity differently. This study explored the effects of two commonly used empathy strategies, interview and observation, on pre-service teachers’ creativity through a six-week learning design activity for pre-service teachers majoring in Science and Technology Education at a first-tier university in China. The results of this quasi-experimental research showed that the pre-service teachers using the interview empathy strategy performed better in creative problem-solving performance. While there was no significant difference in the pre-service teachers’ creative thinking disposition between the two empathy strategies, the pre-service teachers using the interview strategy reported more positive creative confidence in their creativity than those using the observation strategy. This study suggests future research directions for supporting design thinking–based instructional design.
设计思维中两种共情策略对职前教师创造力的影响
作为技术促进学习(TEL)的设计者,越来越多地鼓励教师创造性地将技术融入课堂教学。然而,由于他们缺乏作为参与式设计师的经验,以及TEL设计问题的不良结构性质,他们往往无法胜任TEL的设计。设计思维作为设计过程的方法论和框架,可以指导职前教师创造力的发展。然而,在设计思维过程的共情阶段所使用的策略是否会对职前教师的创造力产生不同的影响,目前还缺乏相关研究。本研究以国内某一流大学科技教育专业职前教师为研究对象,通过为期六周的学习设计活动,探讨访谈和观察两种常用的共情策略对职前教师创造力的影响。准实验研究结果表明,使用访谈共情策略的职前教师在创造性问题解决方面表现更好。两种共情策略对职前教师的创造性思维倾向没有显著差异,但采用访谈策略的职前教师比采用观察策略的职前教师表现出更积极的创造性自信。本研究为支持基于设计思维的教学设计提出未来的研究方向。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
4.70
自引率
33.30%
发文量
19
审稿时长
25 weeks
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