| dc.description.abstract | This thesis comprehensively investigates the integration of design thinking into education, focusing on its application in K-12 settings in India. The broad aims of the research work are:
1. To investigate the need to introduce design thinking in schools, considering the limited adoption of design thinking in Indian schools.
2. To investigate and enhance the holistic learning experience of design thinking with the overarching goal of fostering effective engagement, understanding, and learning of design thinking among students.
3. To recognise and comprehend the reasoning modes underlying the design process.
The thesis discusses the challenges associated with implementing design thinking in traditional educational settings and poses critical research questions. Starting with an in-depth qualitative exploration of design thinking, encompassing its origins, definition, and fundamental characteristics, the thesis advocates for integrating design thinking into K-12 education and highlights its potential benefits. The research scrutinises the limitations of current teaching practices and explores the potential of design thinking to enhance cognitive development, emphasising the value of integrating design thinking into school education.
It formulates a comprehensive framework for successfully integrating design thinking into school education, ensuring that students acquire essential subject knowledge and skills while actively engaging in the learning process through pedagogical strategies such as game-based learning.
It discusses developing support tools for inculcating design thinking in school children, including programmed instructions for teaching design thinking concepts and workbook templates for enhancing documentation practices and assessment activities. Through empirical study and workshops involving students, the thesis evaluates the effectiveness of these support tools in achieving various research objectives.
The thesis delves into the theoretical exploration of reasoning modes in design thinking, focusing on various modes of reasoning. It aims to understand abductive reasoning's role in design synthesis and contributes to the broader understanding of design reasoning and its implications. Further, it explains diverse reasoning processes in design synthesis, provides effective methods for capturing and analysing these reasoning modes, and enhances the overall practice and teaching of design thinking.
Further, it explores the extensive realm of design thinking and its educational applications. From explorations of its definition and characteristics to the creation of various support tools and the examination of reasoning modes, the thesis serves as a guidance tool for educators in implementing design thinking courses, monitoring student progress, and evaluating outcomes to enhance the overall effectiveness of design thinking education at the school level. The thesis contributes to a holistic understanding of design thinking's potential to transform education and foster 21st-century skills among students. Through comprehensive analyses, empirical studies, and the development of practical tools, this research paves the way for innovative educational approaches that empower students with essential skills for the future. | en_US |
