Exploring a Design Thinking Teamwork Pedagogy for Environmental Science Education

• In Event: Empowering Students Through Innovative Pedagogies in Environmental and Climate Change Education

Abstract

This study explored the use of the Design Thinking for Engaged Learning (DTEL) framework in an undergraduate environmental science course to enhance teamwork and problem-solving skills. Over six iterations, 196 student reflections were analyzed using Learning Experience Network Analysis (LENA) to identify themes: Cognitive Skills, Social Skills, and Activities and Assignments. Results revealed persistent but decreasing teamwork struggles, with design moves addressing issues like communication and role negotiation. Positive outcomes included increased creative freedom and improved problem-framing. The findings emphasize the importance of continuous support and iterative design improvements in project-based learning. Implications for educators include grounding learning designs in established theories and using iterative feedback to enhance student experiences.

Authors

• Kati I. Stoddard, Texas A&M University

• Jacob Robbins, Texas A&M University

• Sean Kao, Texas A&M University

• Jonan Phillip Donaldson, University of Alabama - Birmingham