Results
Design Thinking fosters metacognitive skills and competences explicitly by using a formalised process. Such a process offers the teacher support in realizing constructivist learning and gives recommendations for methods (e.g. method for effective reflection, brainstorming rules). As described in the theoretical part above, Design Thinking projects focus on constructivist learning and integrate content. What is crucial in Design Thinking are the process phases which need to be run through. The teacher can put different emphasis on different phases, according to the learning goal and individual needs. But only the process as a whole, with all its steps sets the frame for constructivist learning. Encountering new content and complex interrelations of information, solving team crisis and getting feedback for intermediate results are difficult aspects of such a project-learning, but also crucial for developing metacognitive competences. This is realised through the Design Thinking process as a whole, or as Dewey would point out the whole act of thinking. With the process on hand, the teacher is prepared for these challenges, being confident in solving them and thus more motivated in using the process and actually realising constructivist learning. In that, Design Thinking serves as a first standard for constructivist teaching regardless of the scope of ambiguity of teacher motivation. Once succeeded in the process (solving of challenge, mastering the process), the teacher gets positive feedback and the development of students social competences can be assessed (Noweski 2012). This success leads to motivation of both students and teacher in realising more constructivist learning
ผลลัพธ์Design Thinking fosters metacognitive skills and competences explicitly by using a formalised process. Such a process offers the teacher support in realizing constructivist learning and gives recommendations for methods (e.g. method for effective reflection, brainstorming rules). As described in the theoretical part above, Design Thinking projects focus on constructivist learning and integrate content. What is crucial in Design Thinking are the process phases which need to be run through. The teacher can put different emphasis on different phases, according to the learning goal and individual needs. But only the process as a whole, with all its steps sets the frame for constructivist learning. Encountering new content and complex interrelations of information, solving team crisis and getting feedback for intermediate results are difficult aspects of such a project-learning, but also crucial for developing metacognitive competences. This is realised through the Design Thinking process as a whole, or as Dewey would point out the whole act of thinking. With the process on hand, the teacher is prepared for these challenges, being confident in solving them and thus more motivated in using the process and actually realising constructivist learning. In that, Design Thinking serves as a first standard for constructivist teaching regardless of the scope of ambiguity of teacher motivation. Once succeeded in the process (solving of challenge, mastering the process), the teacher gets positive feedback and the development of students social competences can be assessed (Noweski 2012). This success leads to motivation of both students and teacher in realising more constructivist learning
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