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Design thinking for education = conc...

Koh, Joyce Hwee Ling.

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Design thinking for education = conceptions and applications in teaching and learning /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Design thinking for education/ by Joyce Hwee Ling Koh ... [et al.].
其他題名:	conceptions and applications in teaching and learning /
其他作者:	Koh, Joyce Hwee Ling.
出版者:	Singapore :Springer Singapore : : 2015.,
面頁冊數:	xii, 131 p. :ill., digital ;24 cm.
內容註:	Chapter 1 Design Thinking and Education -- Chapter 2 Critical Perspectives on Design & Design Thinking -- Chapter 3 Design Thinking and 21st Century Skills -- Chapter 4 Design Thinking and Children -- Chapter 5 Design Thinking and Pre-service Teachers -- Chapter 6 Design Thinking and In-service Teachers -- Chapter 7 Developing and Evaluating Design Thinking -- Chapter 8 Conclusion.
Contained By:	Springer eBooks
標題:	Teaching. -
電子資源:	http://dx.doi.org/10.1007/978-981-287-444-3
ISBN:	9789812874443 (electronic bk.)

Design thinking for education = conceptions and applications in teaching and learning /
Design thinking for educationconceptions and applications in teaching and learning /[electronic resource] :by Joyce Hwee Ling Koh ... [et al.]. - Singapore :Springer Singapore :2015. - xii, 131 p. :ill., digital ;24 cm.

Chapter 1 Design Thinking and Education -- Chapter 2 Critical Perspectives on Design & Design Thinking -- Chapter 3 Design Thinking and 21st Century Skills -- Chapter 4 Design Thinking and Children -- Chapter 5 Design Thinking and Pre-service Teachers -- Chapter 6 Design Thinking and In-service Teachers -- Chapter 7 Developing and Evaluating Design Thinking -- Chapter 8 Conclusion.

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.

ISBN: 9789812874443 (electronic bk.)

Standard No.: 10.1007/978-981-287-444-3doiSubjects--Topical Terms:

517098
Teaching.

LC Class. No.: LB1025.3

Dewey Class. No.: 370.71

Design thinking for education = conceptions and applications in teaching and learning /
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505 0 $a Chapter 1 Design Thinking and Education -- Chapter 2 Critical Perspectives on Design & Design Thinking -- Chapter 3 Design Thinking and 21st Century Skills -- Chapter 4 Design Thinking and Children -- Chapter 5 Design Thinking and Pre-service Teachers -- Chapter 6 Design Thinking and In-service Teachers -- Chapter 7 Developing and Evaluating Design Thinking -- Chapter 8 Conclusion.
520 $a 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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