Sürdürülebilir Gıda Sistemleri İçin Tasarım Odaklı Düşünme: K-12 Eğitimi İçin Bir Öğrenme Prosedürü

Abstract

Sürdürülebilir gıda sistemleri eğitimi, bireylerin ve toplumların daha sürdürülebilir gıda sistemleri oluşturmalarında gerekli yetkinliklerin kazandırılmasında önemlidir. Küresel nüfusun çoğunlukla kentsel alanlarda yaşaması ve gıda üretiminin çoğunun kentsel tüketime yönelik olması, sürdürülebilir gıda sistemlerinin sağlanmasında kentlerin kritik rolünü işaret etmektedir. Sürdürülebilir gıda sistemleri eğitimine yönelik giderek artan ilgiye rağmen, geleceğin tüketicileri, karar vericileri ve meslek sahiplerine temel eğitim becerileri kazandırmayı amaçlayan K-12 eğitimine yönelik çalışmalar yetersizdir. Özellikle, kent sakinlerinin gıda sistemlerinin temel unsurlarından uzak yaşamları, sürdürülebilir gıda sistemlerinin sağlanmasına yönelik bilgi ve becerileri geliştirmede temel eğitimin önemini arttırmaktadır. Geleneksel öğrenme yöntemleri, gıda sistemlerinin karmaşık, sistem düzeyindeki problemlerine yönelik yetkinliklerin kazandırılmasında yetersiz kalmaktadır. Gerçek dünya sorunlarını bütüncül ve çoğulcu bir yaklaşımla ele alması, eleştirel ve sistem odaklı düşünme yetkinliklerini desteklemesi, kapsayıcı, işbirlikçi ve yaratıcı karar alma süreçlerini teşvik etmesi ve uygulamaya dayalı deneyimsel yapısı ile tasarım odaklı düşünme yaklaşımı, geleneksel öğrenme yöntemlerine değerli bir alternatif olarak ortaya çıkmaktadır. Bu çalışma, literatür taraması yöntemini benimseyerek sürdürülebilirlik eğitimi, sürdürülebilir gıda sistemleri eğitimi ve tasarım odaklı düşünme yaklaşımlarını analiz etmeyi ve bu yaklaşımlardaki teorileri, tasarım odaklı düşünme ilkelerine dayalı olarak K-12 eğitiminde sürdürülebilir gıda sistemleri eğitimi için pratik bir öğrenme prosedürüne dönüştürmeyi amaçlamaktadır.

Keywords

• Tasarım Odaklı Düşünme
• Sürdürülebilir Gıda Sistemleri Eğitimi
• Sürdürülebilirlik Eğitimi
• K-12 Eğitim

Design Thinking For Sustainable Food Systems: A Learning Procedure For K-12 Education

Abstract

Sustainable food systems education is crucial for equipping individuals and societies with the necessary competencies to develop more sustainable food systems. The predominance of the global population residing in urban areas, coupled with the fact that the majority of food production is directed towards urban consumption, underscores the pivotal role of cities in ensuring sustainable food systems. Despite the increasing interest in sustainable food systems education, there is a lack in K-12 education that aims to provide competencies for future consumers, decision-makers and professionals. Especially, since the urban dwellers live far from the fundamental elements of food systems, the foundational education plays an important role in developing the necessary knowledge and skills to ensure sustainable food systems. Traditional learning methods fall short in preparing individuals to tackle the complex system-level challenges of food systems. By addressing real-life problems with a holistic and pluralistic approach, supporting critical and systems thinking competencies, fostering inclusive, collaborative and creative decision-making processes and its practice-based experiential structure, design thinking approach emerges as a valuable alternative. By adopting the literature review method, this study aims to analyze sustainability education, sustainable food systems education, and design thinking approaches, and to translate the theories within these approaches into a practical learning procedure for sustainable food systems education in K-12 education, based on the principles of design thinking.

Keywords

• Design Thinking
• Sustainable Food Systems Education
• Sustainability Education
• K-12 Education

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