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A conceptual model for educating design thinking dispositions.

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Title: A conceptual model for educating design thinking dispositions.
Authors: Thuan, Nguyen Hoang1 Thuan.NguyenHoang@rmit.edu.vn, Antunes, Pedro2
Source: International Journal of Technology & Design Education. Nov2024, Vol. 34 Issue 5, p1879-1902. 24p.
Subjects: Design thinking, Design students, Design education, School children, Artificial intelligence, Teaching methods, British education system
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. [ABSTRACT FROM AUTHOR]
Copyright of International Journal of Technology & Design Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: A conceptual model for educating design thinking dispositions.
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  Data: <searchLink fieldCode="AR" term="%22Thuan%2C+Nguyen+Hoang%22">Thuan, Nguyen Hoang</searchLink><relatesTo>1</relatesTo><i> Thuan.NguyenHoang@rmit.edu.vn</i><br /><searchLink fieldCode="AR" term="%22Antunes%2C+Pedro%22">Antunes, Pedro</searchLink><relatesTo>2</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Technology+%26+Design+Education%22">International Journal of Technology & Design Education</searchLink>. Nov2024, Vol. 34 Issue 5, p1879-1902. 24p.
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  Data: <searchLink fieldCode="DE" term="%22Design+thinking%22">Design thinking</searchLink><br /><searchLink fieldCode="DE" term="%22Design+students%22">Design students</searchLink><br /><searchLink fieldCode="DE" term="%22Design+education%22">Design education</searchLink><br /><searchLink fieldCode="DE" term="%22School+children%22">School children</searchLink><br /><searchLink fieldCode="DE" term="%22Artificial+intelligence%22">Artificial intelligence</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br /><searchLink fieldCode="DE" term="%22British+education+system%22">British education system</searchLink>
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  Data: 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. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of International Journal of Technology & Design Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1007/s10798-024-09881-x
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              Text: Nov2024
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