Exploring the transformative potential of design thinking pedagogy in hybrid setting: a case study of field exercise course, Japan
Exploring the transformative potential of design thinking pedagogy in hybrid setting: a case study of field exercise course, Japan
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DOI：
10.1007/s12564-022-09776-3
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发表时间：
2022-08-29
影响因子：
2.3
通讯作者：
中科院分区：
文献类型：
--
作者：
目前的研究探索了设计思维(DT)教学法在混合(在线和面对面)环境下的高等教育可持续发展教育(HSE)中的变革潜力。这项案例研究考察了日本一所大学HSE项目中使用DT教学法的可持续科学实地练习(FESS)课程。研究人员捕捉了关键的变革性学习经验(即变革性学习的迹象)，以调查DT教学法是否允许学习者挑战他们的观点并经历变革性学习经验。定性案例研究通过半结构化访谈、反思和课堂观察收集学生的观点，从而捕捉关键的变革性学习经验。结果，这项研究成功地捕捉到了变革性学习的迹象，每个学生都经历了多维的、体现了变革性体验的学习。此外，研究结果显示，DT作为一种教学方法，可以通过鼓励困惑的困境、促进反思和话语、培养关系、提供背景和提供引人入胜的体验来支持HSE中的变革性学习。DT作为一种教学方法，可以在HSE中将变革性学习付诸实践，并且可以使用数字或混合学习方法有效地实施，而不需要复杂的结构变化。本文可以为实践和课程开发提供具体的借鉴，将变革性学习引入到HSE的数字化教学实践中。
The current research explores the transformative potential of Design Thinking (DT) pedagogy in Higher Sustainability Education (HSE) in a hybrid (mix of online and face-to-face) setting. The case study examined a Field Exercise in Sustainability Science (FESS) course, using DT pedagogy, in a HSE program at a university in Japan. The critical transformative learning experiences (i.e., signs of transformative learning) were captured to investigate whether DT pedagogy has allowed learners to challenge their perspectives and go through the transformative learning experience. The qualitative case study captures the critical transformative learning experiences by collecting students’ perspectives through semi-structured interviews, reflections, and class observations. As a result, the research successfully captured the signs of transformative learning, where each student went through multidimensional and embodied transformative experiences. Furthermore, the results show how DT as a pedagogy can support transformative learning in HSE by encouraging disorienting dilemmas, promoting reflection and discourse, fostering relationships, providing context, and offering an engaging experience. DT as a pedagogy can bring transformative learning into practice in HSE, and it can be implemented effectively using a digital or hybrid learning approach without a need for complex structural changes. The paper can provide concrete lessons for practice and curriculum development to bring transformative learning into digital teaching practice in HSE.
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影响因子：
3.9
作者：
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通讯作者：
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DOI：
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影响因子：
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通讯作者：
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