concept of constructivism – there is no such thing as a fixed and one dimensional reality, rather different situations apply different perspectives and new perspectives generate new situations. Knowledge is individually self-organised, and proofed in and adapted to the context.
Design Thinking comprises of three core elements (figure 5), flexible space, team work and the design process into a systemic approach on problem solving. In that, it is not only a process of learning, but a whole mindset and atmosphere.
There is a high degree of student involvement as Design Thinking is constantly giving opportunities for experiencing complex phenomena and reflecting on insights. A balance between instruction and construction is accomplished through the iterative manner of the learning process
As theoretically described, Design Thinking as a formalisation of constructivist learning fosters the development 21st century skills and is a method for teambased learning in holistic projects. In our case study the success of realisation of Design Thinking in a school context, and its usability for teachers was tested.
• Do students like to work with Design Thinking and do they actively participate?
• Do teacher like working with Design Thinking and are they likely to use this method again?
• Does Design Thinking built up a positive learning atmosphere between teacher and student?