{"title":"Taking Design Thinking to Classroom: A Systematic Literature Review Over a Past Decade","authors":"A. Mardiah, I. Irwanto, A. Afrizal","doi":"10.16920/jeet/2023/v36i3/23094","DOIUrl":null,"url":null,"abstract":"Abstract : Design thinking (DT) is not only well known in the business field as a user-oriented product design approach. Still, it has also penetrated the field of engineering education as an innovative tool to promote various skills. This paper aims to provide a systematic literature review on the implementation of DT in educat ion that outl ines tr ends and comprehensive content analysis to give more study direction for researchers and educators. A total of 23 papers addressing DT in education published between 2010 and 2021 from Springer were analyzed. The researchers reviewed the distribution of publications in DT by year, journals in which DT studies were published, educational areas of selected papers, the typology of chosen articles, the DT mindsets, and content analysis of DT implication to skills development. The results show that DT publications have fluctuated in number in the last decade and peaked in 2020 with 11 articles. International Journal of Technology and Design Education, Journal of Formative Design in Learning, and TechTrends are the three journals that publish the most studies on DT in education. Teacher education is where DT is most often implemented among the reviewed papers, and educational experiments are identified as the dominant typology. Nine mindsets serve as the basis for implementing DT in education, with humancenteredness being the primary mindset. DT asinnovative learning supported the development of various essential skills such as creativity, collaboration, problem-solving, teacher professional d e v e l o pme n t , s e l f - d i r e c t i o n , emp a t h y, communication, decision-making, digital skills, and global and intercultural awareness. Keywords : Systematic literature review; design thinking; education; research trends","PeriodicalId":52197,"journal":{"name":"Journal of Engineering Education Transformations","volume":"1 1","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Engineering Education Transformations","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.16920/jeet/2023/v36i3/23094","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0
Abstract
Abstract : Design thinking (DT) is not only well known in the business field as a user-oriented product design approach. Still, it has also penetrated the field of engineering education as an innovative tool to promote various skills. This paper aims to provide a systematic literature review on the implementation of DT in educat ion that outl ines tr ends and comprehensive content analysis to give more study direction for researchers and educators. A total of 23 papers addressing DT in education published between 2010 and 2021 from Springer were analyzed. The researchers reviewed the distribution of publications in DT by year, journals in which DT studies were published, educational areas of selected papers, the typology of chosen articles, the DT mindsets, and content analysis of DT implication to skills development. The results show that DT publications have fluctuated in number in the last decade and peaked in 2020 with 11 articles. International Journal of Technology and Design Education, Journal of Formative Design in Learning, and TechTrends are the three journals that publish the most studies on DT in education. Teacher education is where DT is most often implemented among the reviewed papers, and educational experiments are identified as the dominant typology. Nine mindsets serve as the basis for implementing DT in education, with humancenteredness being the primary mindset. DT asinnovative learning supported the development of various essential skills such as creativity, collaboration, problem-solving, teacher professional d e v e l o pme n t , s e l f - d i r e c t i o n , emp a t h y, communication, decision-making, digital skills, and global and intercultural awareness. Keywords : Systematic literature review; design thinking; education; research trends
摘要:设计思维(DT)作为一种面向用户的产品设计方法,不仅在商业领域广为人知。然而,它也作为一种创新的工具渗透到工程教育领域,以提高各种技能。本文旨在通过系统的文献综述,勾勒出发展趋势,进行全面的内容分析,为研究者和教育工作者提供更多的研究方向。我们分析了Springer在2010年至2021年间发表的23篇关于教育DT的论文。研究人员回顾了DT出版物的年度分布、发表DT研究的期刊、所选论文的教育领域、所选文章的类型学、DT思维方式以及DT对技能发展的影响的内容分析。结果表明,在过去十年中,DT发表的文章数量波动较大,在2020年达到峰值,为11篇。《International Journal of Technology and Design Education》、《Journal of Formative Design in Learning》和《TechTrends》是发表关于DT在教育中的研究最多的三种期刊。在被审查的论文中,教师教育是DT最常实施的地方,教育实验被认为是主要的类型。九种心态是在教育中实施DT的基础,以人为本是首要心态。创新学习支持各种基本技能的发展,如创造力、协作能力、解决问题能力、教师专业技能、学习能力、学习能力、学习能力、学习能力、学习能力、学习能力、学习能力、沟通能力、决策能力、数字技能以及全球和跨文化意识。关键词:系统文献综述;设计思维;教育;研究趋势