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Stefanie Panke
4 Results
The results section provides an overview of what insights
the body of literature included in the review yielded for
the four main questions addressed in this article: (1)
What are the characteristics of
design thinking that make
it particularly fruitful for education? (2) How is design
thinking applied in different educational settings? (3)
What tools, techniques and methods are characteristic for
design thinking? (4) What are
the limitations or negative
effects of design thinking?
4.1 R1: What is the potential of design
thinking for education?
What are the traits and effects of design thinking that
make it particularly fruitful for education? In other
words: Why are educators excited
about design thinking
in the first place? This is a crucial question, because the
debate about whether or not design thinking is effective
in education depends upon clarity
as to what the goals
are. It is important to distinguish between breaking
down the learning outcomes of teaching design thinking
and the outcomes of embedding
design thinking in
educational settings. As Taheri et al. (2016) stated,
“
it is time to raise the question: What people learn as a
result of taking part in a design thinking training? What
are the expected learning outcomes of design thinking?”
(Taheri et al., 2016, p. 2). This literature review aims
at capturing and clustering
varied learning outcomes
beyond becoming a design thinker. I approached this
goal by reviewing (1) reflections of the nature/history/
scope of design thinking and “designerly thinking”,
(2) empirical studies of the design thinking process,
(3) case studies of design thinking in education. The
results indicate clearly that various
characteristics of the
design thinking process and mindset align with different
educational goals. There is no single rationale for using
design thinking in education. Instead,
different settings
will provide specific advantages.
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