Revisiting Design Thinking: A review of Definitions and Implications,

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Revisiting Design Thinking_ A review of Definitions and Implications[#300287]-322666.pdf

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2017-07-01

Author

Tunga, Yeliz
Yıldırım, İbrahim Soner

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Design thinking is a rising term in educational literature and role of design thinking in classrooms is one of current research subjects in these days. Design thinking a general approach that utilize the designer’s methods and sensibility to overcome problems in efficient and effective way in terms of technological and commercial aspects. In educational context, it is seen as a learning approach that mainly focuses on developing creative confidence of students. Before the emergence of design thinking, in educational literature design as a keyword has been one of the most used term in educational researches, as well. Design based learning, learning by design, reflective design based learning, learning technology by design are several examples. Therefore, it is necessary to recognize that whether design thinking is entirely new phenomena for educators or it is just the replication of previous design related learning approaches. In this paper, definition and current position of design thinking in the literature and relationship between design thinking and previous design related learning approaches has discussed. It is obtained that design thinking is sparkling phenomena yet it doesn’t completely new approach for educators and it has several similarities in both practice and theoretical perspective with earlier design-related educational studies.

URI

https://dergipark.org.tr/download/article-file/322666
https://hdl.handle.net/11511/80446

Journal

Ege Eğitim Teknolojileri Dergisi

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Unverified, Article

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Citation Formats

Y. Tunga and İ. S. Yıldırım, “Revisiting Design Thinking: A review of Definitions and Implications,” Ege Eğitim Teknolojileri Dergisi, pp. 92–102, 2017, Accessed: 00, 2021. [Online]. Available: https://dergipark.org.tr/download/article-file/322666.