Tasarım Odaklı Düşünmenin K-12 Düzeyinde Eğitim Yaklaşımları ve Öğrenme Kazanımları Açısından İncelenmesi: Bir Sistematik Literatür Taraması

Öz

Tasarım odaklı düşünme (TOD), K-12 eğitiminde öğrenme süreçlerini yapılandıran temel bir pedagojik çerçeve işlevi görmekte; öncelikli olarak öğrencileri 21. yüzyıl yetkinlikleriyle donatmayı ve gerçek dünya sorunlarına insan odaklı çözümler geliştirmeyi amaçlamaktadır. Bu sistematik literatür derlemesi, TOD’un kapsamını, TOD ile birlikte tercih edilen eğitim yaklaşımlarını, birbirinden bağımsız boyutlar olarak ele alınan hedeflenen öğrenme amaçlarını, raporlanan öğrenme kazanımlarını ve gelecekteki araştırmalara ilişkin tavsiyeleri incelemek amacıyla Web of Science veri tabanında indekslenen ve 2016–2026 yılları arasında yayımlanan, kriterlere uygun 37 hakemli makaleyi sentezlemektedir. Bulgular, giderek artan araştırma hacminin 2025 yılında zirveye ulaştığını göstermektedir. Metodolojik olarak karma yöntemlerin ve nitel araştırmaların öne çıktığı çalışmalar, ağırlıklı olarak ortaokul düzeyine ve STEM/STEAM disiplinlerine odaklanmaktadır. TOD, sıklıkla mühendislik tasarım süreci gibi tamamlayıcı çerçevelerle entegre edilmektedir. Analiz sonuçları, araştırmalarda hedeflenen amaçların en çok bilişsel beceriler, 21. yüzyıl yetkinlikleri ve STEM/STEAM becerilerine odaklandığını; bağımsız olarak incelenen öğrenme kazanımlarında ise en çok bilişsel beceriler, 21. yüzyıl yetkinlikleri ve duyuşsal/duygusal gelişimin öne çıktığını göstermektedir. TOD’un eğitimsel kazanımları geliştirme yönündeki önemli potansiyelini tam olarak hayata geçirmek için gelecekteki araştırmaların bu yaklaşımın müfredata sistematik entegrasyonunu ele alması, boylamsal etkileri incelemesi ve öğretmenlerin pedagojik alan bilgilerini güçlendirmesi gerekmektedir. Geleceğe dönük incelemeler için araştırma fırsatları, özellikle “Araştırma Tasarımı ve Metodolojisi” ile “Pedagoji ve Öğretim” kategorilerinde öne çıkmaktadır.

Anahtar Kelimeler

• Duygusal gelişim
• Eğitim yaklaşımları
• K-12
• Öğrenme çıktıları
• Tasarım odaklı düşünme

Etik Beyan

Bu araştırmada, araştırma ve yayın etiği ilkelerine uyulmuştur. Araştırma, yayımlanmış çalışmaların sistematik literatür derlemesi niteliğinde olduğundan etik kurul onayı ve katılımcı izni gerekmemiştir.

Examining Educational Approaches and Learning Outcomes of Design Thinking in K-12: A Systematic Literature Review

Öz

Design thinking (DT) serves as a fundamental pedagogical framework structuring learning processes in K-12 education, primarily aiming to equip students with 21st-century competencies and foster human-centered solutions to real-world challenges. This systematic literature review synthesizes 37 qualifying journal articles indexed in the Web of Science database and published between 2016 and 2026 to examine the scope of DT, the educational approaches used, the intended learning objectives and the documented learning outcomes as independent analytical dimensions, and future research directions. The studies are predominantly characterized by mixed-methods and qualitative designs, focus primarily on the middle school level, and center on STEM/STEAM disciplines. DT is frequently integrated with complementary frameworks such as the Engineering Design Process. The most frequently targeted learning objectives concern cognitive skills, 21st-century competencies, and STEM/STEAM skills; analyzed independently, the most prominent reported learning outcomes concern cognitive skills, 21st-century competencies, and affective development. To fully realize DT’s substantial potential for improving educational outcomes, future research must address its systematic curricular integration, examine longitudinal impacts, and strengthen teachers’ pedagogical content knowledge. Promising avenues for prospective inquiry remain particularly open within the categories of “Research Design and Methodology” and “Pedagogy and Teaching.”

Anahtar Kelimeler

• Design thinking
• Educational approaches
• Emotional development
• K-12
• Learning outcomes

Etik Beyan

This study complied with research and publication ethics. Since it is a systematic literature review of published studies, ethics committee approval and permission to participate were not required.

Kaynakça

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