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The Content Agnostic Effects of Design Thinking Learning on Middle School Students.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The Content Agnostic Effects of Design Thinking Learning on Middle School Students./
作者:	Silver-Bonito, Scott John.
面頁冊數:	1 online resource (170 pages)
附註:	Source: Dissertations Abstracts International, Volume: 83-11, Section: A.
Contained By:	Dissertations Abstracts International83-11A.
標題:	Education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29062175click for full text (PQDT)
ISBN:	9798426830455

The Content Agnostic Effects of Design Thinking Learning on Middle School Students.
Silver-Bonito, Scott John.

The Content Agnostic Effects of Design Thinking Learning on Middle School Students. - 1 online resource (170 pages)

Source: Dissertations Abstracts International, Volume: 83-11, Section: A.

Thesis (Ed.D.)--Northeastern University, 2022.

Includes bibliographical references

When a learner engages in design thinking, a dynamic, empathy-centered problem-solving process, there can be a profoundly positive impact on their ability to collaborate, problem-solve, and empathize with others. However, this approach can run counter to the current grammar of schooling: discipline-separated boundaries and standardized measures of success. This action research project investigated the content-agnostic effects of design thinking on the middle school learner, focusing on their ability to collaborate, problem-solve, and empathize with others, after having engaged in a design thinking learning experience. During Cycle 1 of the action research study, qualitative methodology was employed to interview educators and survey students to gain an understanding of their previous experiences with and understanding of design thinking. The interview data collected and analyzed drove the design Cycle 2 of the research in which a cross-section of students and educators worked together in a Design Team to learn about design thinking and apply that learning to developing a lesson for five, seventh-grade classes of students to engage in, during their FLEX period. Throughout the Design Team's work and the pilot design thinking lesson, field notes, observations, focus group interview notes, and documents were collected to build a corpus of evidence supporting the study of the effect of design thinking on the middle school learner. The action research illuminated the possible benefits of empathy building for students throughout their design thinking experiences, permeating their ability to collaborate and problem-solve. A particular finding illuminated not only the academic but also social-emotional benefit this could pose. Implications of this study included a mindful and learner-centered program of professional learning around design thinking and the possibility of including student voice in planning and auditing the educational experiences in which students engage.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798426830455Subjects--Topical Terms:

516579
Education.
Subjects--Index Terms:

CollaborationIndex Terms--Genre/Form:

542853
Electronic books.

The Content Agnostic Effects of Design Thinking Learning on Middle School Students.
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