Abstract
Design thinking is a thinking tool, process, and method to guide creative activities. This paper makes a comparative research on STEAM education in America, phenomenon-based learning in Finnish, Design and Technology Course in England, and K-12 design thinking education in China by literature research and case study, and summarizes the current situation of design thinking education in K-12 around the world. This work aims to analyze the present difficulties and then propose the ways to promote K-12 design thinking education in China. We conclude that, as for K-12 design thinking education in China, some progress has been made in organizational form, project theme and activity process, but there are still many difficulties. To further promote K-12 design thinking education in China with a high quality, it is necessary to use service design methodology to coordinate all stakeholders and integrate the social resources.
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Notes
- 1.
K-12 means the grade from kindergarten to 12th grade.
- 2.
330 means the extracurricular courses after 3:30pm.
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Acknowledgments
The authors thank all participants who provided information for this review, which can provide reference for educational practice. This paper is supported by the fund project of introduction and implementation of design thinking education in primary and secondary schools and School of Design and Art, Beijing Institute of Technology.
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Zhang, S., Sun, Y., Wen, Z., Ge, Q. (2021). A Review: Implementation of Design Thinking Education in K-12. In: Rebelo, F. (eds) Advances in Ergonomics in Design. AHFE 2021. Lecture Notes in Networks and Systems, vol 261. Springer, Cham. https://doi.org/10.1007/978-3-030-79760-7_60
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DOI: https://doi.org/10.1007/978-3-030-79760-7_60
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