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

Öz

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.

Anahtar Kelimeler

• 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

Öz

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.

Anahtar Kelimeler

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

Kaynakça

1. Allen, T., & Prosperi, P. (2016). Modeling Sustainable Food Systems. Environmental Management, 57, 956-975. https://doi.org/10.1007/s00267-016-0664-8
2. Anderson, C.R., Binimelis, R., Pimbert, M.P., & Rivera-Ferre, M.G. (2019). Introduction to the Symposium on Critical Adult Education in Food Movements: Learning for Transformation in and Beyond Food Movements—The Why, Where, How and the What Next?. Agriculture And Human Values, 36, 521–529. https://doi.org/10.1007/s10460-019-09941-2
3. Ardoin, N.M., Bowers, A.W., & Gaillard, E. (2020). Environmental Education Outcomes for Conservation: A Systematic Review. Biological Conservation, 241, 108224. https://doi.org/10.1016/j.biocon.2019.108224
4. Barth, M. 2015. Implementing Sustainability in Higher Education: Learning in an Age of Transformation. Abingdon: Routledge.
5. Barth, M., Godemann, J., Rieckmann, M., & Stoltenberg, U. (2007). Developing Key Competencies for Sustainable Development in Higher Education. International Journal of Sustainability in Higher Education, 8(4), 416-430. http://dx.doi.org/10.1108/14676370710823582
6. Biggeri, M., & Mauro, V. (2018). Towards A More ‘Sustainable’ Human Development Index: Integrating The Environment and Freedom. Ecological Indicators, 91, 220-231. https://doi.org/10.1016/j.ecolind.2018.03.045
7. BM. (2012). The Future We Want. https://sustainabledevelopment.un.org/content/documents/733FutureWeWant.pdf
8. BM. (2018). The World’s Cities in 2018—Data Booklet (ST/ESA/ SER.A/417). https://www.un.org/en/development/desa/population/publications/pdf/urbanization/the_worlds_cities_in_2018_data_booklet.pdf

9. Brown T. (2008). Design thinking. Harvard Business Review, 86(6), 84–141.
10. Buchanan, R. (1992). Wicked Problems in Design Thinking. Design Issues, 8(2), 5–21. https://doi.org/10.2307/1511637
11. Buhl, A., Schmidt-Keilich, M., Muster, V., Blazejewski, S., Schrader, U., Harrach, C., Schäfer, M., & Süßbauer, E. (2019). Design Thinking for Sustainability: Why and How Design Thinking Can foster Sustainability-Oriented Innovation Development. Journal of Cleaner Production, 231, 1248-1257. https://doi.org/10.1016/j.jclepro.2019.05.259
12. Carlgren, L., Elmquist, M., & Rauth, I. (2016). The Challenges of Using Design Thinking in Industry-Experiences from Five Large Firms. Creativity and Innovation Management, 25(3), 344-362. https://doi.org/10.1111/caim.12176
13. Chen, C., & Lo, K.M. (2019). From Teacher-Designer to Student-Researcher: aA Study of Attitude Change Regarding Creativity in STEAM Education by Using Makey Makey as a Platform for Human-Centred Design Instrument. Journal for STEM Education Research, 2, 75-91. https://doi.org/10.1007/s41979-018-0010-6
14. Churchman, C. W. (1967). Wicked problems. Management Science, 14(4), B141–B142.
15. Cross, N. (2006). Designerly Ways of Knowing. Londra: Springer. https://doi.org/10.1007/1-84628-301-9_1
16. Day, K., Tsupros, M. M., & Schober, D. J. (2022). To Plant a Garden is to Believe in Tomorrow: A Case Study of a Chicago Community-Based Organization Focused on Health Education Through School Gardens. Journal of Prevention & Intervention in the Community, 50(1), 72–88. https://doi.org/10.1080/10852352.2021.1915938
17. Design Council. (2019). The Double Diamond: A Universally Accepted Depiction of the Design Process. https://www.designcouncil.org.uk/our-work/news-opinion/double-diamond-universally-accepted-depiction-design-process/
18. Dewey, J. (1997). Experience and Education. New York: Free Press.
19. Dorst, K. (2011). The Core of ‘Design Thinking’ and Its Application. Design Studies, 32(6), 521-532. https://doi.org/10.1016/j.destud.2011.07.006
20. Dunne, D., & Martin, R. (2006). Design Thinking and How It Will Change Management Education: An Interview and Discussion. Academy of Management Learning and Education, 5(4), 512-523.
21. Earle, A. G. & Leyva-de la Hiz, D. I. (2021). The Wicked Problem of Teaching about Wicked Problems: Design Thinking and Emerging Technologies in Sustainability Education. Management Learning, 52(5,) 581-603. https://doi.org/10.1177/1350507620974857
22. Ebel, R., Ahmed, S., Valley, W., Jordan, N., Grossman, J.M., Byker Shanks, C., Stein, M., Rogers, M.A., & Dring, C. (2020). Co-design of Adaptable Learning Outcomes for Sustainable Food Systems Undergraduate Education. Frontiers in Sustainable Food Systems, 4, 568743. https://doi.org/10.3389/fsufs.2020.568743
23. English, L.D. (2018). Learning While Designing in a Fourth-Grade Integrated STEM Problem. International Journal of Technology and Design Education, 29, 1011–1032, https://doi.org/10.1007/s10798-018-9482-z
24. Evagorou, M., Korfiatis, K., Nicolaou, C.T., & Constantinou, C.P. (2009). An Investigation of the Potential of Interactive Simulations for Developing System Thinking Skills in Elementary School: A Case Study with Fifth‐Graders and Sixth‐Graders. International Journal of Science Education, 31(5), 655-674. https://doi.org/10.1080/09500690701749313
25. FAO. (2019). FAO Framework for the Urban Food Agenda. https://openknowledge.fao.org/server/api/core/bitstreams/40246212-8bdd-4331-9011-48db3da89323/content.
26. FAOSTAT. (2019). Emissions- Agriculture. Agriculture Total. http://www.fao.org/faostat/en/#data/GT/visualize.
27. Francesca, A., Massari, S., Francesca, R., & Domenico, D.C. (2021). Empathy, Food Systems and Design Thinking for Fostering Youth Agency in Sustainability: A New Pedagogical Model. S. Massari (Ed.) içinde, Transdisciplinary Case Studies on Design for Food and Sustainability, 197-216, Woodhead Publishing.
28. Francis, C., Jordan, N.R., Porter, P.M., Breland, T.A., Lieblein, G., Salomonsson, L., Sriskandarajah, N., Wiedenhoeft, M., Dehaan, R., Braden, I.S., & Langer, V. (2011). Innovative Education in Agroecology: Experiential Learning for a Sustainable Agriculture. Critical Reviews in Plant Sciences, 30(1-2), 226-237. https://doi.org/10.1080/07352689.2011.554497
29. Guilford, J. P. (1950). Creativity. American Psychologist, 5(9), 444-454. https://doi.org/10.1037/h0063487
30. Hamm, M.W. (2009). Principles for Framing a Healthy Food System. Journal of Hunger & Environmental Nutrition, 4(3-4), 241-250. https://doi.org/10.1080/19320240903321219
31. Hilimire, K., Gillon, S., McLaughlin, B.C., Dowd-Uribe, B., & Monsen, K.L. (2014). Food for Thought: Developing Curricula for Sustainable Food Systems Education Programs. Agroecology and Sustainable Food Systems, 38(6), 722-743. https://doi.org/10.1080/21683565.2014.881456
32. HLPE. (2014). Food Losses and Waste in the Context of Sustainable Food Systems: A report by the High Level Panel of Experts on Food Security and Nutrition of the Committee on World Food Security. http://www.fao.org/3/a-i3901e.pdf
33. HLPE. (2020). Food Security and Nutrition: Building a Global Narrative Towards 2030: A report by the High Level Panel of Experts on Food Security and Nutrition of the Committee on World Food Security. https://openknowledge.fao.org/server/api/core/bitstreams/2a2bdf7d-596e-485c-9521-f4227db5c6aa/content
34. IDEO. (2012). Design thinking for educators. http://designthinkingforeducators.com/
35. IDEO. (2015). The Field Guide to Human-Centered Design. https://www.designkit.org/resources/1.html
36. Johansson-Sköldberg, U., Woodilla, J. ve Cetinkaya, M. (2013). Design Thinking: Past, Present and Possible Futures. Creativity and Innovation Management, 22(2), 121-146. https://doi.org/10.1111/caim.12023
37. Jordan, N., Grossman, J.M., Lawrence, P.G., Harmon, A.H., Dyer, W.E., Maxwell, B.D., Cadieux, K.V., Galt, R., Rojas, A.M., Byker, C.J., Ahmed, S., Bass, T.M., Kebreab, E., Singh, V., Michaels, T., & Tzenis, C. (2014). New Curricula for Undergraduate Food-Systems Education: A Sustainable Agriculture Education Perspective. NACTA Journal, 58, 302-310.
38. Kioupi, V., & Voulvoulis, N. (2019). Education for Sustainable Development: A Systemic Framework for Connecting the SDGs to Educational Outcomes. Sustainability, 11(21), 6104. https://doi.org/10.3390/su11216104
39. Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice-Hall, New Jersey: Englewood Cliffs.
40. Li, T., & Zhan, Z. (2022). A Systematic Review on Design Thinking Integrated Learning in K-12 Education. Applied Sciences, 12, 2-34. https://doi.org/10.3390/app12168077
41. Liedtka, J., & Ogilvie, T. (2011). Designing for Growth: A Design Thinking Tool Kit for Managers. Columbia Business School Publication.
42. Lozano, R., Merrill, M.Y., Sammalisto, K., Ceulemans, K., & Lozano, F.J. (2017). Connecting Competences and Pedagogical Approaches for Sustainable Development in Higher Education: A Literature Review and Framework Proposal. Sustainability, 9(10), 1889. https://doi.org/10.3390/su9101889
43. Maher, R., Maher, M., Mann, S., & McAlpine, C.A. (2018). Integrating Design Thinking with Sustainability Science: A Research through Design Approach. Sustainability Science, 13, 1565-1587. https://doi.org/10.1007/s11625-018-0618-6
44. Mechelen, M.V., Laenen, A., Zaman, B., Willems, B., & Abeele, V.V. (2019). Collaborative Design Thinking (CoDeT): A co-design approach for high child-to-adult ratios. International Journal of Human-Computer Studies, 130, 179-195. https://doi.org/10.1016/j.ijhcs.2019.06.013
45. Meek, D., & Tarlau, R. (2016). Critical Food Systems Education (CFSE): Educating for Food Sovereignty. Agroecology And Sustainable Food Systems, 40(3), 237-260. https://doi.org/10.1080/21683565.2015.1130764
46. Melles, G., Anderson, N., Barrett, T., & Thompson-Whiteside, S. (2015). Problem Finding through Design Thinking in Education. Inquiry-Based Learning for Multidisciplinary Programs: A Conceptual and Practical Resource for Educators, 3, 191-209. https://doi.org/10.1108/S2055-364120150000003027
47. Morgan, P. J., Warren, J. M., Lubans, D. R., Saunders, K. L., Quick, G. I., & Collins, C. E. (2010). The İmpact of Nutrition Education with and Without a School Garden on Knowledge, Vegetable Intake and Preferences and Quality of School Life Among Primary-School Students. Public Health Nutrition, 13(11), 1931-1940. doi:10.1017/S1368980010000959
48. Nadelson, L.S., & Jordan, J.R. (2012). Student Attitudes Toward and Recall of Outside Day: An Environmental Science Field Trip. The Journal of Educational Research, 10(35), 220-231. https://doi.org/10.1080/00220671.2011.576715
49. Parr, D., & Trexler, C.J. (2011). Students’ Experiential Learning and Use of Student Farms in Sustainable Agriculture Education. Journal of Natural Resources and Life Sciences Education, 40(1), 172-180. https://doi.org/10.4195/jnrlse.2009.0047u
50. Parr, D., Trexler, C.J., Khanna, N.R., & Battisti, B.T. (2007). Designing Sustainable Agriculture Education: Academics’ Suggestions for an Undergraduate Curriculum at a Land Grant University. Agriculture and Human Values, 24, 523-533. https://doi.org/10.1007/s10460-007-9084-y
51. Piaget, J.I. (1972). Intellectual Evolution from Adolescence to Adulthood. Human Development, 51, 40- 47.
52. Plattner, H. (2010). Bootcamp Bootleg. Institute of Design at Stanford. https://dschool.stanford.edu/resources/design-thinking-bootleg.
53. Plattner, H., Meinel, C., & Leifer, L. (2015). Design Thinking Research: Making Design Thinking Foundational. Springer.
54. Razzouk, R., & Shute, V. (2012). What Is Design Thinking and Why Is It Important?. Review of Educational Research, 82(3), 330-348. https://doi.org/10.3102/0034654312457429
55. Renwick, K., & Smith, M.G. (2020). The Political Action of Food Literacy: A Scoping Review. Journal of Family and Consumer Sciences, 112(1), 14-22. https://doi.org/10.14307/JFCS112.1.14
56. Rieckmann, M. (2018). Learning to Transform the World: Key Competencies in Education for Sustainable Development. A. Leicht, J. Heiss & W. J. Byun (ed.) içinde, Issues and Trends in Education for Sustainable Development, 39-59, UNESCO Publishing.
57. Rittel, H.W.J., & Webber, M.M. (1973). Dilemmas in a General Theory of Planning. Policy Science, 4, 155-169. https://doi.org/10.1007/BF01405730
58. Rojas, A., Orrego, E., & Shulhan, S. (2016). Community-Based Action Research in Vancouver Public Schools: Improving the Quality of Children’s Lives through Secure and Sustainable School Food Systems and Experiential Learning. Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning, 1(2), 17-35. https://doi.org/10.15402/esj.v1i2.98
59. Rojas, A., Valley, W., Mansfield, B., Orrego, E., Chapman, G.E., & Harlap, Y. (2011). Toward Food System Sustainability through School Food System Change: Think&EatGreen@School and the Making of a Community-University Research Alliance. Sustainability, 3, 763-788. doi:10.3390/su3050763
60. Ruggeri Laderchi, C., Lotze-Campen, H., DeClerck, F., Bodirsky, B.L., Collignon, Q., Crawford, M.S., Dietz, S., Fesenfeld, L., Hunecke, C., Leip, D., Lord, S., Lowder, S., Nagenborg, S., Pilditch, T., Popp, A., Wedl, I., Branca, F., Fan, S., Fanzo, J., Ghosh, J., HarrissWhite, B., Ishii, N., Kyte, R., Mathai, W., Chomba, S., Nordhagen, S., Nugent, R., Swinnen, J., Torero, M., Laborde Debouquet, D., Karfakis, P., Voegele, J., Sethi, G., Winters, P., Edenhofer, O., Kanbur, R., & Songwe, V. (2024). The Economics of the Food System Transformation. Food System Economics Commission (FSEC), Global Policy Report. https://foodsystemeconomics.org/wp-content/uploads/FSEC-Global_Policy_Report.pdf
61. Rusmann, A., & Ejsing-Duun, S. (2021). When Design Thinking Goes to School: A Literature Review of Design Competences for The K-12 Level. International Journal of Technology and Design Education, 32, 2063-2091. https://doi.org/10.1007/s10798-021-09692-4
62. Salomonsson, L., Nilsson, A., Palmer, S., Roigart, A., & Francis, C. (2008). Farming Systems Education: Case Study of Swedish Test Pilots. Renewable Agriculture and Food Systems, 24(4), 48-59. doi:10.1017/S1742170508002408
63. Schön, D.A. (1983). The Reflective Practitioner: How Professionals Think in Action. New York: Basic Books.
64. Scott, W. A. H., & Gough, S. (2003). Sustainable Development and Learning: Framing the Issues, Routledge, Londra.
65. Shapira, H., Ketchie, A., & Nehe, M. (2017). The integration of Design Thinking and Strategic Sustainable Development. Journal of Cleaner Production, 140(1), 277-287. https://doi.org/10.1016/j.jclepro.2015.10.092
66. Simon, H. A. (1969). The Sciences of The Artificial. Cambridge: The MIT Press.
67. Sipos, Y., Battisti, B.T, & Grimm, K.A. (2008). Achieving Transformative Sustainability Learning: Engaging Head, Hands and Heart. International Journal of Sustainability in Higher Education, 9(1), 68-86. https://doi.org/10.1108/14676370810842193
68. UNESCO (2012). Education for Sustainable Development Sourcebook. https://sustainabledevelopment.un.org/content/documents/926unesco9.pdf
69. UNESCO. (2014). UNESCO Roadmap for Implementing the Global Action Programme on Education for Sustainable Development. https://sustainabledevelopment.un.org/content/documents/1674unescoroadmap.pdf
70. UNESCO. (2017). Education for Sustainable Development Goals: Learning Objectives. https://unesdoc.unesco.org/ark:/48223/pf0000247444.locale=en
71. UNESCO. (2019). SDG 4- Education 2030: Part II, Education for Sustainable Development Beyond 2019. https://unesdoc.unesco.org/ark:/48223/pf0000366797.locale=en
72. Valley, W., Wittman, H., Jordan, N., Ahmed, S., & Galt, R. (2018). An Emerging Signature Pedagogy for Sustainable Food Systems Education. Renewable Agriculture and Food Systems, 33(5), 467-480. https://doi.org/10.1017/S1742170517000199
73. Waldenström, C., Salomonsson, L., Francis, C., Moulton, M., & Lieblein, G. (2008). Individualized Student-Centred Education: Prototype for an Agroecology Bsc Programme. International Journal Of Agricultural Sustainability, 6(4), 236-247. https://doi.org/10.3763/ijas.2008.0246
74. Wiek, A., Withycombe, L., & Redman, C.L. (2011). Key Competencies in Sustainability: A Reference Framework for Academic Program Development. Sustainability Science, 6, 203-218. https://doi.org/10.1007/s11625-011-0132-6
75. Zhang, F., Markopoulos, P.P., & Bekker, T. (2020). Children’s Emotions in Design-Based Learning: A Systematic Review. Journal Of Science Education And Technology, 29, 459-481. https://doi.org/10.1007/s10956-020-09830-y
76. Zhou, D., Gómez, R., Wright, N., Rittenbruch, M., & Davis, J.P. (2020). A Design-Led Conceptual Framework for Developing School Integrated STEM Programs: The Australian Context. International Journal of Technology And Design Education, 32, 383-411. https://doi.org/10.1007/s10798-020-09619-5