Design Thinking as Constructivist Practice: Implications for T/K–12 Educators

• In Event: Constructivist Teaching and Instructional Practice

Abstract

ABSTRACT
Design thinking (DT) has demonstrated promising use in a wide variety of fields. Rather than a method, DT represents an approach that requires the relinquishing preconceived notions of solutions, having a high tolerance for ambiguity, seeking to identify needs before engaging in problem-solving, being human-centered, and engaging in a reflective process. This concept paper was based upon the author's personal experience as active scholarly practitioners at T/K-12 school sites, a literature review, proposed a framework, and argues that DT represents an approach to advance constructivist practice in the classroom and across school operations. Scholarly significance included a philosophical framework for DT and implications for classroom and school practice.

Authors

• Shawn T. Loescher, Urban Discovery Schools

• Chloe Medina, Urban Discovery Academy