Akademik Veri Yönetim Sistemi
Contemporary Trends and Issues in Science Education, Springer International Publishing Ag, ss.151-164, 2026
Design Thinking is a creative problem-solving process that combines aspects of analytic and critical thinking styles to engage students—and people in general—in clearly identifying the basis of a problem, challenge or phenomenon; then finding high quality solutions through rapid ideation, prototyping and testing. Given that Design Thinking does not rely on domain expertise in the problem at hand unlike the scientific method(s) or synectics for example, it is commonly used in innovation-focused ecosystems where people from different professional backgrounds tackle complex issues affecting people. We find it applied in health, environment, products, experiences and others. The process can be visualized in four broad stages: understanding a need or problem; exploring opportunity, or solutions; materializing a chosen solution (e.g., a product or process); and refining the context within which the solution is implemented, tested, and optimized. Alternatively, the process can be presented in six phases: empathize, define, ideate, prototype, test, and assess. These phases are non-linear, and so can be revisited and repeated as needed to come to a solution. By applying the design thinking processes to learning situations, students, educators, and others can learn to approach identified problems through a combination of critical, analytic and yet creative processes, thereby experiencing an innovation-oriented way of problem solving. The chapter describes and applies the six phases of design thinking in different contexts to showcase how this approach can be used in science education.