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This book explores, through eight chapters, how design thinking
vocabulary can be interpreted and employed in educational contexts.
The theoretical foundations of design thinking and design in
education are first examined by means of a literature review. This
is then followed by chapters that characterize design thinking
among children, pre-service teachers and in-service teachers using
research data collected from the authors' design-driven coursework
and projects. The book also examines issues associated with methods
for fostering and assessing design thinking. In the final chapter,
it discusses future directions for the incorporation of design
thinking into educational settings. Intended for teachers, teacher
educators and university instructors, this book aims to provide
them with the theoretical foundations needed to grasp design
thinking, and to provide examples of how design thinking can be
interpreted and evaluated. The materials covered will help these
groups of professionals to consider how design thinking can be
integrated into their own teaching and learning contexts. The book
will also promote a discourse between educational researchers on
the theoretical development of design thinking in educational
settings.
This book explores, through eight chapters, how design thinking
vocabulary can be interpreted and employed in educational contexts.
The theoretical foundations of design thinking and design in
education are first examined by means of a literature review. This
is then followed by chapters that characterize design thinking
among children, pre-service teachers and in-service teachers using
research data collected from the authors' design-driven coursework
and projects. The book also examines issues associated with methods
for fostering and assessing design thinking. In the final chapter,
it discusses future directions for the incorporation of design
thinking into educational settings. Intended for teachers, teacher
educators and university instructors, this book aims to provide
them with the theoretical foundations needed to grasp design
thinking, and to provide examples of how design thinking can be
interpreted and evaluated. The materials covered will help these
groups of professionals to consider how design thinking can be
integrated into their own teaching and learning contexts. The book
will also promote a discourse between educational researchers on
the theoretical development of design thinking in educational
settings.
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