Araştırma Makalesi
BibTex RIS Kaynak Göster

Yıl 2020, Cilt: 49 Sayı: 226, 53 - 91, 05.05.2020

Derya Girgin

Öz

Kaynakça

  • AMBROSE, G. & Harris, P. (2009). Design thinking. London: Ava Publishing ANDERSON, N. (2012). Design Thinking: Employing an Effective Multidisciplinary Pedagogical Framework To Foster Creativity and Innovation in Rural and Remote Education. Australian and International Journal of Rural Education, 22(2), 43–52.
  • ARCAN, A. (2019). Sosyal bilgilerde tasarım odaklı düşünme yaklaşımı. Doktora tezi, Gazi Eğitim Bilimleri Enstitüsü, Ankara.
  • ARSLAN, D. (2016, Haziran). Yaratıcı endüstride tasarım odaklı düşünce eğitimi. Yaratıcı Endüstriler Uluslararası Tasarım Sempozyumu, 68-77.
  • BECKMAN, S. L. & Barry, M. (2007). Innovation as a Learning Process: Embedding Design. Thinking. California Management Review, 50(1).
  • BLEICHER, R. E. (2014). A collaborative action research approach to professional learning. Professional development in education, 40(5), 802-821
  • BOZKURT, E. (2014). Mühendislik tasarım temelli fen eğitiminin fen bilgisi öğretmen adaylarının karar verme becerisi, bilimsel süreç becerileri ve sürece yönelik algılarına etkisi. Doktora Tezi, Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
  • BRENNER, W.,Uebernickel, F. & Abrell, T. (2016). Design thinking as mindset, process and toolbox, experiences from research and teaching at the university of st.Gal- len. In W. Brenner & F. Uebernickel (Eds.), Design thinking for innovation (pp. 3-21). Freiberg: Springer.
  • BROWN, T. (2008). Design thinking. Harvard Business Review, 86, 84–92
  • BRUFFEE, K. A. (1999). Collaborative learning: Higher education, interdependence, and the authority of knowledge (2nd ed.). Baltimore, MD: The John Hopkins University Press.
  • BRUTON, A. (2010). Teaching and Learning for the 21st Century. In International Council for Small Business. International Conference. Cincinnati, Ohio: ICSB.
  • BUCHANAN, R. (1992). Wicked problems in design thinking. Design Issues, 8(2), 5.
  • CARROL, M. P. (2014). Shoot for the moon! The mentors and the middle schoolers explore the intersection of design thinking and STEM. Journal of Pre-College En- gineering Education Research (J-PEER), 4(1).
  • CARROLL, M. (2004) Cartwheels on the Keyboard: Computer-Based Literacy Instruction in an Elementary Classroom. Newark, DE: International Reading Association
  • CARROLL, M., Goldman, S., Britos, L., Koh, J., Royalty, A. & Hornstein, M. (2010).Destination, Imagination and the Fires Within: Design Thinking in a Middle School Classroom. International Journal of Art and Design Education, 29(1), 37-53.
  • CHEN, C. (2013). Immersive learning: A creative pedagogy. The International Journal of Pedagogy and Curriculum, 19(2), 41–52.
  • CRESWELL, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches (2nd ed.). Thousand Oaks, CA: Sage.
  • CROSS, N. (2006). Designerly ways of knowing. London: Springer.
  • ÇETİN, T. & Aydemir, A. (2018). Sosyal bilgiler öğretiminde tasarım etkinliklerinin öğretmen görüşlerine göre incelenmesi: elektronik yüzyıl ünitesi örneği. Turkish Studies Educational Sciences, 13(11), 445-466.
  • ÇEVİKER ÇINAR, G. (2018). Design thinking in business education: a case study perspective. Yüksel Lisans Tezi, İzmir Ekonomi Üniversitesi Sosyal Bilimler Enstitüsü, İzmir.
  • DARLING-HAMMOND, L. (2000). Teacher quality and student achievement: A review of state policy evidence. Educational Policy Analysis Archives, 8(1).
  • DAVIS, M., Hawley, P., McMullan, B. & Spilka, G. (1997). Design as a catalyst for learning. Alexandria, VA: Association for Supervision and Curriculum Design
  • DORST, K. (2004). Investigatingthenature of desginthinking. Proceedings from Future Ground: Design Research Society, International Conference, Melbourne
  • DORST, K. (2006). Design problems and design paradoxes. Design Issues, 22(3), 4–17. DORST, K. (2010). The nature of design thinking. Interpreting design thinking: Proceedings of the 8th design thinking research symposium (pp. 131–139).
  • DORST, K. (2011). The core of ‘design thinking’ and its application. Design Studies, 32(6), 521–532.
  • DORST, K. & Cross, N. (2001). Creativity in the design process: co-evolution of problem solution. Design Studies, 22, 425–437.
  • DUNNE, D. & Martin, R. (2006). Design thinking and how it will change management education. Academy of Management Learning and Education, 5(4), 512–523.
  • DURMUŞ, E. (2013). Öğretmenlerin mesleki gelişimine yönelik görüşlerinin incelenmesi. Yayınlanmamış yüksek lisans tezi, Celal Bayar Üniversitesi, Sosyal Bilim- ler Enstitüsü, Manisa.
  • GENÇ, G. S. (2015). Mesleki gelişim seminer çalışmalarının öğretmenler tarafından değerlen-dirilmesi örneklemi. Yüksek lisans tezi, İstanbul Aydın Üniversitesi, Sosyal Bilimleri Enstitüsü, İstanbul.
  • GOLDMAN, S. (2002). Instructional design: Learning through design. In J. Guthrie, (Ed.), Encyclopedia of Education (pp. 1163-1169), (2nd ed.). New York: Macmillan Re- ference USA.
  • HÄGER, F. & Uflacker, M. (2016). Time management practice in educational design thinking projects. NordDesign, 2, 319–328.
  • HANTTU, A. (2013). Designt thinking as a phenomenon: design thinking as a contemporary and as an object of discussion. Master’s Thesis, Aalto University, International Design Business Management, Helsinki.
  • HAVA, K. (2016). Tasarım tabanlı öğrenme ortamında bilgisayar oyunu geliştirme etkinliğinin öğretim sürecinde kullanılması. Doktora Tezi. Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
  • HERRINGTON, A.& Herrington, J. (2006). What is an authentic learning environment? 25 Ocak 2019 tarihinde http://www.igi-global.com/viewtitlesample. aspx?id=27373 adresinden erişildi.
  • HESKETT, J. (2003). Shaping the future: Design for Hong Kong–A strategic review of design education and practice. Resource document. Hong Kong: The Design Task Force (DTF), School of Design, Hong Kong Polytechnic University.
  • HMELO-SILVER, C. E. (2004). Problem-based learning: What and how do students learn? Educational Psychology Review, 16(3), 235–266.
  • HMELO-SİLVER, C. E., Duncan, R. G. & Chinn, C. A. (2007). Scaffolding and achieve- ment in problem-based and inquiry learning: A response to Kirschner, Seller, and Clark (2006). Educational Psychologist, 42(2), 99–107.
  • HOWARD, J. H. (2008). Between a hard rock and a soft space: Design, creative practice and innovation. Resource document. Council for Humanities, Arts and Social Sciences (CHASS). 20 Şubat 2019 tarihinde http://www.chass.org.au/wp-con- tent/uploads/2015/02/PAP20080521JH.pdf. adresinden erişildi.
  • HOWARD, Z. (2012). From concept to capability: developing design thinking within a professional services firm. DRS 2012 design research society biennial international conference: Research: Uncertainty contradiction value: 2, (pp. 729–739).
  • HUNG, D., Lim, K. Y. T. & Lee, S.-S. (Eds.). (2014). Adaptivity as a transformative disposition for learning in the 21st century. Singapore: Springer.
  • JOHANSSON-SKÖLDBERG, U., Woodilla, J. & Çetinkaya, M. (2013). Design thinking: Past, present and possible futures. Creativity and Innovation Management, 22(2), 121–146.
  • KIMBELL, L. (2009). Design practices in designthinking. Journal Paper for European Academy of Management. http://www.lucykimbell.com/stuff/DesignPractices_Kimbell.pdf sayfasından erişilmiştir.
  • KIMBELL, L. (2011). Rethinking design thinking: Part I. Design and Culture, 3(3), 285– 306.
  • KIMBELL, L. (2011). Rethinking Design Thinking: Part I. Design and Culture, 3(3), 285– 306.
  • KOH, J. H. L., Chai, C. S., Wong, B. & Hong, H. (2015). Design thinking for education: Conceptions and applications in teaching and learning. Singapore: Springerhttp
  • KOLB, A. Y. & Kolb, D. A. (2008). Experiential learning theory: A dynamic, holistic approach to management learning, education and development. In S. J. Armstrong, & C. Fukami (Eds.). Handbook of management learning, education and development (pp. 42–68). London: Sage Publications.
  • KWEK, S.H. (2011). Innovation in the classroom: design thinking for 21st century learning.Master’s Thesis. http://www.stanford.edu/group/redlab/cgibin/publicati- ons_resources.php. sayfasından erişilmiştir.
  • LAWSON, B. (2006). How designers think: The design process demystified. Routledge LICHTMAN, M. (2006). Qualitative research in education a users’ guide. ThousandOaks,CA: Sage
  • LINCOLN, Y. S. & Guba, E. A. (1985). Naturalistic inquiry. Beverly Hills, CA: Sage. LIPMAN, M. (2003). Thinking in education (2nd ed.). Cambridge, UK: Cambridge Uni- versity Press.
  • MCKILLIGAN, S., Dhadphale, T. & Ringholz, D. (2017). Speed dating with design thinking: an empirical study of managers solving business problems with design. The In- ternational Association of Societies of Design Research Conference, Cincinnati.
  • MEB. (2018). 2023 Eğitim Vizyonu. Milli Eğitim Bakanlığı. Ankara 15 Ocak 2019 tarihinde http://2023vizyonu.meb.gov.tr/ adresinden erişilmiştir.
  • MELLES, G., Howard, Z. & Thompson-Whiteside, S. (2012). Teaching Design Thin- king: Expanding Horizons in Design Education. In Procedia - Social and Behavi- oral Sciences 31. Elsevier Ltd. 162 – 166.
  • MERRIAM, S. B. (1998). Qualitative research and case study applications in education. San Francisco: Jossey-Bass Publishers.
  • MILES, M. B. & Huberman, A. M. (2015). Nitel veri analizi: genişletilmiş bir kaynak kitap(1. Baskı). S. Akbaba Altun ve A. Ersoy (Çev. Eds). Ankara: Pegem Akademi
  • NOWESKI, C., Scheer, A., Buttner, N., von Thienen, J., Erdmann, J. & Meinal, C. (2012).Towards a paradigm shift in education practice: Developing twenty-first century skillswith design thinking. In H. Plattner, C. Meinel, & L. Leifer (Eds.). Design thinkingresearch: measuring performance in context (pp. 71–93).
  • OWEN, C. (2007). Design thinking: notes on its nature and use. Design Research Quar- terly, 2(1), 16-27.
  • OWEN, C. (2007). Design thinking: Notes on its nature and use. Design Research Quarterly, 2, 16–27.
  • ÖZTÜRK, İ. H. (2012). Tarih öğretmeni adaylarına ait BİT destekli öğretim becerilerinin kazandırılmasın tasarım temelli öğrenme yaklaşımı. E-Journal of New World Sciences Academy, 7(3),945-968.
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21. YÜZYILIN ÖĞRENME DENEYİMİ: ÖĞRETMENLERİN TASARIM ODAKLI DÜŞÜNME EĞİTİMİNE İLİŞKİN GÖRÜŞLERİ

Yıl 2020, Cilt: 49 Sayı: 226, 53 - 91, 05.05.2020

Derya Girgin

Öz

 Bu araştırmada günümüz eğitim yaklaşımlarından biri olan ta-
sarım odaklı düşünme yapısına ilişkin farklı branşlardaki öğretmenlerin
görüşlerinin incelenmesi amaçlanmıştır. Bu amaç çerçevesinde araştırmada nitel araştırma yöntemlerinden biri olan durum çalışması yöntemi kullanılmıştır. Araştırmanın çalışma grubunu ilkokul, ortaokul ve
liselerde görev yapan 15 farklı branştan 32 öğretmen oluşturmaktadır.
Araştırmanın uygulama süreci 2018-2019 eğitim-öğretim yılı güz döneminde 3 gün (günde 4 saat) olmak üzere 12 saat sürmüştür. Araştırma
kapsamında öğretmenlerle tasarım odaklı düşünme eğitimine ilişkin
yarı-yapılandırılmış görüşmeler yapılmıştır. Araştırmanın güvenirliği
Miles ve Huberman’ın (2015) formülünden yararlanılarak yapılmış ve
araştırmacı ve uzman görüşleri arasındaki uzlaşma (güvenirlik) %92 ve
%95 olarak bulunmuştur. Araştırma sonucunda öğretmenlerin mesleki
gelişimlerine katkı sağlamak ve tasarım sürecini öğrenmek istedikleri
için eğitime katıldıkları tespit edilmiştir. Öğretmenler eğitim sonunda
derslerde öğrencilerine tasarım düşüncesi yaklaşımını nasıl uygulaya-
caklarını, tasarım odaklı düşünme aşamalarını, sürecini ve tasarım man-
tığını öğrendiklerini ifade ederken; en çok empati kurma, fikir üretme
aşamalarında ve zaman planlaması konusunda zorlandıklarını belirtmişlerdir.

Anahtar Kelimeler

Tasarım odaklı düşünme öğretmen eğitimi 21. yy öğrenme deneyimi durum çalışması

Kaynakça

  • AMBROSE, G. & Harris, P. (2009). Design thinking. London: Ava Publishing ANDERSON, N. (2012). Design Thinking: Employing an Effective Multidisciplinary Pedagogical Framework To Foster Creativity and Innovation in Rural and Remote Education. Australian and International Journal of Rural Education, 22(2), 43–52.
  • ARCAN, A. (2019). Sosyal bilgilerde tasarım odaklı düşünme yaklaşımı. Doktora tezi, Gazi Eğitim Bilimleri Enstitüsü, Ankara.
  • ARSLAN, D. (2016, Haziran). Yaratıcı endüstride tasarım odaklı düşünce eğitimi. Yaratıcı Endüstriler Uluslararası Tasarım Sempozyumu, 68-77.
  • BECKMAN, S. L. & Barry, M. (2007). Innovation as a Learning Process: Embedding Design. Thinking. California Management Review, 50(1).
  • BLEICHER, R. E. (2014). A collaborative action research approach to professional learning. Professional development in education, 40(5), 802-821
  • BOZKURT, E. (2014). Mühendislik tasarım temelli fen eğitiminin fen bilgisi öğretmen adaylarının karar verme becerisi, bilimsel süreç becerileri ve sürece yönelik algılarına etkisi. Doktora Tezi, Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
  • BRENNER, W.,Uebernickel, F. & Abrell, T. (2016). Design thinking as mindset, process and toolbox, experiences from research and teaching at the university of st.Gal- len. In W. Brenner & F. Uebernickel (Eds.), Design thinking for innovation (pp. 3-21). Freiberg: Springer.
  • BROWN, T. (2008). Design thinking. Harvard Business Review, 86, 84–92
  • BRUFFEE, K. A. (1999). Collaborative learning: Higher education, interdependence, and the authority of knowledge (2nd ed.). Baltimore, MD: The John Hopkins University Press.
  • BRUTON, A. (2010). Teaching and Learning for the 21st Century. In International Council for Small Business. International Conference. Cincinnati, Ohio: ICSB.
  • BUCHANAN, R. (1992). Wicked problems in design thinking. Design Issues, 8(2), 5.
  • CARROL, M. P. (2014). Shoot for the moon! The mentors and the middle schoolers explore the intersection of design thinking and STEM. Journal of Pre-College En- gineering Education Research (J-PEER), 4(1).
  • CARROLL, M. (2004) Cartwheels on the Keyboard: Computer-Based Literacy Instruction in an Elementary Classroom. Newark, DE: International Reading Association
  • CARROLL, M., Goldman, S., Britos, L., Koh, J., Royalty, A. & Hornstein, M. (2010).Destination, Imagination and the Fires Within: Design Thinking in a Middle School Classroom. International Journal of Art and Design Education, 29(1), 37-53.
  • CHEN, C. (2013). Immersive learning: A creative pedagogy. The International Journal of Pedagogy and Curriculum, 19(2), 41–52.
  • CRESWELL, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches (2nd ed.). Thousand Oaks, CA: Sage.
  • CROSS, N. (2006). Designerly ways of knowing. London: Springer.
  • ÇETİN, T. & Aydemir, A. (2018). Sosyal bilgiler öğretiminde tasarım etkinliklerinin öğretmen görüşlerine göre incelenmesi: elektronik yüzyıl ünitesi örneği. Turkish Studies Educational Sciences, 13(11), 445-466.
  • ÇEVİKER ÇINAR, G. (2018). Design thinking in business education: a case study perspective. Yüksel Lisans Tezi, İzmir Ekonomi Üniversitesi Sosyal Bilimler Enstitüsü, İzmir.
  • DARLING-HAMMOND, L. (2000). Teacher quality and student achievement: A review of state policy evidence. Educational Policy Analysis Archives, 8(1).
  • DAVIS, M., Hawley, P., McMullan, B. & Spilka, G. (1997). Design as a catalyst for learning. Alexandria, VA: Association for Supervision and Curriculum Design
  • DORST, K. (2004). Investigatingthenature of desginthinking. Proceedings from Future Ground: Design Research Society, International Conference, Melbourne
  • DORST, K. (2006). Design problems and design paradoxes. Design Issues, 22(3), 4–17. DORST, K. (2010). The nature of design thinking. Interpreting design thinking: Proceedings of the 8th design thinking research symposium (pp. 131–139).
  • DORST, K. (2011). The core of ‘design thinking’ and its application. Design Studies, 32(6), 521–532.
  • DORST, K. & Cross, N. (2001). Creativity in the design process: co-evolution of problem solution. Design Studies, 22, 425–437.
  • DUNNE, D. & Martin, R. (2006). Design thinking and how it will change management education. Academy of Management Learning and Education, 5(4), 512–523.
  • DURMUŞ, E. (2013). Öğretmenlerin mesleki gelişimine yönelik görüşlerinin incelenmesi. Yayınlanmamış yüksek lisans tezi, Celal Bayar Üniversitesi, Sosyal Bilim- ler Enstitüsü, Manisa.
  • GENÇ, G. S. (2015). Mesleki gelişim seminer çalışmalarının öğretmenler tarafından değerlen-dirilmesi örneklemi. Yüksek lisans tezi, İstanbul Aydın Üniversitesi, Sosyal Bilimleri Enstitüsü, İstanbul.
  • GOLDMAN, S. (2002). Instructional design: Learning through design. In J. Guthrie, (Ed.), Encyclopedia of Education (pp. 1163-1169), (2nd ed.). New York: Macmillan Re- ference USA.
  • HÄGER, F. & Uflacker, M. (2016). Time management practice in educational design thinking projects. NordDesign, 2, 319–328.
  • HANTTU, A. (2013). Designt thinking as a phenomenon: design thinking as a contemporary and as an object of discussion. Master’s Thesis, Aalto University, International Design Business Management, Helsinki.
  • HAVA, K. (2016). Tasarım tabanlı öğrenme ortamında bilgisayar oyunu geliştirme etkinliğinin öğretim sürecinde kullanılması. Doktora Tezi. Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
  • HERRINGTON, A.& Herrington, J. (2006). What is an authentic learning environment? 25 Ocak 2019 tarihinde http://www.igi-global.com/viewtitlesample. aspx?id=27373 adresinden erişildi.
  • HESKETT, J. (2003). Shaping the future: Design for Hong Kong–A strategic review of design education and practice. Resource document. Hong Kong: The Design Task Force (DTF), School of Design, Hong Kong Polytechnic University.
  • HMELO-SILVER, C. E. (2004). Problem-based learning: What and how do students learn? Educational Psychology Review, 16(3), 235–266.
  • HMELO-SİLVER, C. E., Duncan, R. G. & Chinn, C. A. (2007). Scaffolding and achieve- ment in problem-based and inquiry learning: A response to Kirschner, Seller, and Clark (2006). Educational Psychologist, 42(2), 99–107.
  • HOWARD, J. H. (2008). Between a hard rock and a soft space: Design, creative practice and innovation. Resource document. Council for Humanities, Arts and Social Sciences (CHASS). 20 Şubat 2019 tarihinde http://www.chass.org.au/wp-con- tent/uploads/2015/02/PAP20080521JH.pdf. adresinden erişildi.
  • HOWARD, Z. (2012). From concept to capability: developing design thinking within a professional services firm. DRS 2012 design research society biennial international conference: Research: Uncertainty contradiction value: 2, (pp. 729–739).
  • HUNG, D., Lim, K. Y. T. & Lee, S.-S. (Eds.). (2014). Adaptivity as a transformative disposition for learning in the 21st century. Singapore: Springer.
  • JOHANSSON-SKÖLDBERG, U., Woodilla, J. & Çetinkaya, M. (2013). Design thinking: Past, present and possible futures. Creativity and Innovation Management, 22(2), 121–146.
  • KIMBELL, L. (2009). Design practices in designthinking. Journal Paper for European Academy of Management. http://www.lucykimbell.com/stuff/DesignPractices_Kimbell.pdf sayfasından erişilmiştir.
  • KIMBELL, L. (2011). Rethinking design thinking: Part I. Design and Culture, 3(3), 285– 306.
  • KIMBELL, L. (2011). Rethinking Design Thinking: Part I. Design and Culture, 3(3), 285– 306.
  • KOH, J. H. L., Chai, C. S., Wong, B. & Hong, H. (2015). Design thinking for education: Conceptions and applications in teaching and learning. Singapore: Springerhttp
  • KOLB, A. Y. & Kolb, D. A. (2008). Experiential learning theory: A dynamic, holistic approach to management learning, education and development. In S. J. Armstrong, & C. Fukami (Eds.). Handbook of management learning, education and development (pp. 42–68). London: Sage Publications.
  • KWEK, S.H. (2011). Innovation in the classroom: design thinking for 21st century learning.Master’s Thesis. http://www.stanford.edu/group/redlab/cgibin/publicati- ons_resources.php. sayfasından erişilmiştir.
  • LAWSON, B. (2006). How designers think: The design process demystified. Routledge LICHTMAN, M. (2006). Qualitative research in education a users’ guide. ThousandOaks,CA: Sage
  • LINCOLN, Y. S. & Guba, E. A. (1985). Naturalistic inquiry. Beverly Hills, CA: Sage. LIPMAN, M. (2003). Thinking in education (2nd ed.). Cambridge, UK: Cambridge Uni- versity Press.
  • MCKILLIGAN, S., Dhadphale, T. & Ringholz, D. (2017). Speed dating with design thinking: an empirical study of managers solving business problems with design. The In- ternational Association of Societies of Design Research Conference, Cincinnati.
  • MEB. (2018). 2023 Eğitim Vizyonu. Milli Eğitim Bakanlığı. Ankara 15 Ocak 2019 tarihinde http://2023vizyonu.meb.gov.tr/ adresinden erişilmiştir.
  • MELLES, G., Howard, Z. & Thompson-Whiteside, S. (2012). Teaching Design Thin- king: Expanding Horizons in Design Education. In Procedia - Social and Behavi- oral Sciences 31. Elsevier Ltd. 162 – 166.
  • MERRIAM, S. B. (1998). Qualitative research and case study applications in education. San Francisco: Jossey-Bass Publishers.
  • MILES, M. B. & Huberman, A. M. (2015). Nitel veri analizi: genişletilmiş bir kaynak kitap(1. Baskı). S. Akbaba Altun ve A. Ersoy (Çev. Eds). Ankara: Pegem Akademi
  • NOWESKI, C., Scheer, A., Buttner, N., von Thienen, J., Erdmann, J. & Meinal, C. (2012).Towards a paradigm shift in education practice: Developing twenty-first century skillswith design thinking. In H. Plattner, C. Meinel, & L. Leifer (Eds.). Design thinkingresearch: measuring performance in context (pp. 71–93).
  • OWEN, C. (2007). Design thinking: notes on its nature and use. Design Research Quar- terly, 2(1), 16-27.
  • OWEN, C. (2007). Design thinking: Notes on its nature and use. Design Research Quarterly, 2, 16–27.
  • ÖZTÜRK, İ. H. (2012). Tarih öğretmeni adaylarına ait BİT destekli öğretim becerilerinin kazandırılmasın tasarım temelli öğrenme yaklaşımı. E-Journal of New World Sciences Academy, 7(3),945-968.
  • RATCLIFFE, J. (2009). Steps in a design thinking process. 20 Şubat 2019 tarihinde htt- ps://dschool.stanford.edu/groups/k12/wiki/17cff/ adresinden erişildi.
  • RAUTH, I., Köppen, E., Jobst, B. & Meinel, C. (2010). Design Thinking: An Educational Model towards Creative Confidence. In First International Conference on Design Creativity (pp. 1–8). Kobe, Japan.
  • RAZZOUK, R. & Shute, V. (2012). Design thinking and why is it important? Review of Educational Research, 82, 330–348.
  • RETNA, K. S. (2016). Thinking about “design thinking”: A study of teacher experiences. Asia Pacific Journal of Education, 36, 5–19.
  • ROWE, P. G. (1991). Design thinking. MIT Press
  • SAVERY, J. R. (2006). Overview of problem-based learning: Definitions and discussi-ons. Interdisciplinary Journal of Problem-based Learning, 1(1), 9-20.
  • SCHEER, A. & Plattner, H. (2011). Transforming Constructivist Learning into Action: Design Thinking in education. Design and Technology Education: An International Journal, 17(3), 8–19.
  • SCHEER, A., Noweski, C. & Meinel, C. (2012). Transforming constructivist learning into action: Design thinking in education. Design and Technology Education: An international Journal, 7(3), 819
  • SCHÖN, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books.
  • SKAGGS, P., Fry, R. & Howell, B. (2009). Innovations Unlimited: Thinking About Design Thinking. In The NCIIA 13th Annual Meeting (p. 2009). Washington, D.C.
  • STAKE, R. E. (1995). The art of case study research. Thousand Oaks, CA: Sage.
  • TEIXEIRA, C. (2010). The entrepreneurial design curriculum: Design-based learning for knowledge-based economies. Design Studies, 31, 411-418.
  • TRILLING, B. & Fadel, C. (2009). 21st century skills: Learning for life in our times. San Franciso, CA: Jossey-Bass.
  • VANADA, D. I. (2014). Practically creative: The role of design thinking as an improved paradigm for 21st century art education. Techne Series A, 21(2), 21-33.
  • WATSON, A. D. (2015). Design Thinking for Life. Art Education, 68(3), 12–18.
  • WONG, D. (2007) Beyond control and rationality: Dewey, aesthetics, motivation, and educative experiences, Teachers College Record, 109(1), p. 192–220
  • WRIGHT, N. & Davis, R. M. (2014). Educating the creative citizen: Design education programs in the knowledge economy. Techne Series: Research in Sloyd Education and Craft Science A, 21(2), 42–61.
  • WRIGHT, N. & Wrigley, C. (2017). Broadening design-led education horizons: Conceptual insights and future research directions. International Journal of Technology and Design Education, 27(4).
  • YELLAND, N., Cope, B. & Kalantzis, M. (2008). Learning by Design: Creating peda- gogical frameworks for knowledge building in the twenty-first century. Asi- a-Pacific Journal of Teacher Education, 36(3), 197–213.
  • YILDIRIM, A. & Şimşek, A. (2011). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayınları
  • YILDIRIM, Ü. (2015). İnsan hakları eğitiminde materyal geliştirme üzerine uygulamalı bir çalışma. Yüksek Lisans Tezi, Marmara Üniversitesi Eğitim Bilimleri Enstitüsü, İstanbul.
  • YILMAZ, S. & Daly, S. R. (2016). Feedback in concept development: Comparing design disciplines. Design Studies, 45, 137–158.
  • YIN, R. K. (2003). Case study research: Design and methods (3rd ed.). Thousand Oaks, CA: Sage
Toplam 80 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Araştırma Makalesi
Yazarlar

Derya Girgin Bu kişi benim 0000-0002-6114-7925

Yayımlanma Tarihi 5 Mayıs 2020
Yayımlandığı Sayı Yıl 2020 Cilt: 49 Sayı: 226

Kaynak Göster

APA Girgin, D. (2020). 21. YÜZYILIN ÖĞRENME DENEYİMİ: ÖĞRETMENLERİN TASARIM ODAKLI DÜŞÜNME EĞİTİMİNE İLİŞKİN GÖRÜŞLERİ. Milli Eğitim Dergisi, 49(226), 53-91.
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