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Jones, P (2024) Design Thinking in Action: Fostering 21st Century Skills Alongside Subject Specific Knowledge at Key Stage 3 in D&T. Design and Technology Education: An International Journal, 29 (2). pp. 219-247. ISSN 1360-1431
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Abstract
This study explores the integration of Design Thinking into the Key Stage 3 Design and Technology (D&T) curriculum at a school in North-West England, focusing on fostering 21st-Century Skills alongside subject-specific knowledge. The research draws on a multiple case study approach derived from the 'Solving Genuine Problems for Authentic Users Project', which involves students aged 12-13. The paper critically examines the current educational emphasis on knowledge in England and the potential erosion of D&T's identity and scope within this framework. Through practical D&T activities rooted in Design Thinking principles, the study investigates how real-world problem-solving and innovation can be effectively embedded into early education to support students in tackling complex future challenges. The implementation of a Design Thinking Integrated Learning (DTIL) model is discussed, highlighting its capacity to engage students in empathetic, creative, and analytical processes that contrast with pervading approaches in D&T. The findings suggest that a balanced approach, integrating both knowledge and skills, is crucial for nurturing adaptable, competent learners capable of addressing the demands of the 21st-Century.
| Item Type: | Article |
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| Uncontrolled Keywords: | 21st-Century Skills; design thinking; constructivism; design and technology; pedagogy; 1203 Design Practice and Management; 1302 Curriculum and Pedagogy |
| Subjects: | L Education > L Education (General) L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools N Fine Arts > NC Drawing Design Illustration |
| Divisions: | Education |
| Publisher: | The Design and Technology Association |
| SWORD Depositor: | A Symplectic |
| Date Deposited: | 01 Oct 2024 09:58 |
| Last Modified: | 01 Oct 2024 10:00 |
| URI: | https://researchonline.ljmu.ac.uk/id/eprint/24308 |
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