The wicked problem of teaching about wicked problems: Design thinking and emerging technologies in sustainability education
The wicked problem of teaching about wicked problems: Design thinking and emerging technologies in sustainability education
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DOI：
10.1177/1350507620974857
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发表时间：
2020-12-15
影响因子：
2.4
通讯作者：
Leyva-de la Hiz, Dante, I
中科院分区：
文献类型：
--
作者：
Earle, Andrew G.;Leyva-de la Hiz, Dante, I
在本文中，我们探讨了在以可持续发展为重点的教育中发现的系统级挑战，并考虑了设计思维和增强现实和虚拟现实（AVR）新兴技术的交集如何帮助解决这些问题。更具体地说，我们强调经验在设计思维过程中的作用，为学生参与可持续发展教育的“邪恶”问题提供新颖的解决方案。然后，我们将此作为动机，结合体验式学习和设计思维研究的概念，开发一个概念模型，在这个模型中，AVR可以与更成熟的教学方法相结合，帮助学生更突出、更接近、更容易处理与可持续性相关的挑战。我们的概念模型表明，AVR有望促进和民主化与可持续发展相关的挑战的设计思维过程，但它也不是一个独立的解决方案，使学生能够参与到这些复杂的挑战中。
In this paper, we explore the system-level challenges found in sustainability-focused education and consider how the intersections of design thinking and emerging technologies in augmented and virtual reality (AVR) can help address these. More specifically, we highlight the role of experiences across the design thinking process for generating novel solutions to the types of "wicked" problems with which students engage in sustainability education. We then use this as motivation, along with concepts from experiential learning and design thinking research, to develop a conceptual model in which AVR can integrate with more established instructional methods to help make sustainability-related challenges more salient, proximate, and tractable to students. Our conceptual model suggests that AVR holds promise for facilitating and democratizing access to the design thinking process for sustainability-related challenges, but that it is also not a standalone solution for enabling students to engage with such complex challenges.