The advantages of constructivist learning and criteria for its realization
have been well-determined through theoretical findings in pedagogy (Reich,
2008; Dewey, 1916). Educational researchers and the Organization for
Economic Cooperation and Development (OECD) promote a process
oriented, so-called CSSC learning (constructed, self-regulated, situated,
collaborative) to be effective in supporting 21st century competences (de
Corte, 2010). However, the practical implementation itself leaves a lot to
be desired (Gardner, 2010; Wagner, 2011). Lessons are not efficiently
designed to help teachers execute CSSC learning. Common CSSC learning
methods are abstractly describing what to do, while leaving the teacher
uncertain about how to do it. We therefore conclude: there is a missing link
between theoretical findings and demands by pedagogy science, and
practical implementation of constructivist learning and teaching. Teachers
have negative classroom experience with project methods. They would
rather opt for the well structured, but abstract and instruction-only
approach, than using an open structured, but more concrete and holistic
mode of collaborative learning in projects. We claim that, Design Thinking
as a methodology for project-oriented learning offers teachers the needed
support towards a CSSC oriented teaching and learning design. Through a
formalized process it may serve as a bridge between demand and reality of
learning in the classroom. Thereby, Design Thinking would contribute to
educational research. Our case study points out the improvement of the
classroom experience for teacher and student alike, when using Design
Thinking. This leads to a positive attitude towards constructivist learning
and an increase of its implementation in education. The ultimate goal of this
paper is to prove that Design Thinking gets teachers empowered to facilitate
CSSC learning in order to foster 21st century skills.
DRS 2012 Bangkok
have been well-determined through theoretical findings in pedagogy (Reich,
2008; Dewey, 1916). Educational researchers and the Organization for
Economic Cooperation and Development (OECD) promote a process
oriented, so-called CSSC learning (constructed, self-regulated, situated,
collaborative) to be effective in supporting 21st century competences (de
Corte, 2010). However, the practical implementation itself leaves a lot to
be desired (Gardner, 2010; Wagner, 2011). Lessons are not efficiently
designed to help teachers execute CSSC learning. Common CSSC learning
methods are abstractly describing what to do, while leaving the teacher
uncertain about how to do it. We therefore conclude: there is a missing link
between theoretical findings and demands by pedagogy science, and
practical implementation of constructivist learning and teaching. Teachers
have negative classroom experience with project methods. They would
rather opt for the well structured, but abstract and instruction-only
approach, than using an open structured, but more concrete and holistic
mode of collaborative learning in projects. We claim that, Design Thinking
as a methodology for project-oriented learning offers teachers the needed
support towards a CSSC oriented teaching and learning design. Through a
formalized process it may serve as a bridge between demand and reality of
learning in the classroom. Thereby, Design Thinking would contribute to
educational research. Our case study points out the improvement of the
classroom experience for teacher and student alike, when using Design
Thinking. This leads to a positive attitude towards constructivist learning
and an increase of its implementation in education. The ultimate goal of this
paper is to prove that Design Thinking gets teachers empowered to facilitate
CSSC learning in order to foster 21st century skills.
DRS 2012 Bangkok
