The DOI matches its Crossref record; 6 of the 6 references it cites were found in a registry or an index.
What Is Design Thinking and Why Is It Important?
Abstract
Design thinking is generally defined as an analytic and creative process that engages a person in opportunities to experiment, create and prototype models, gather feedback, and redesign. Several characteristics (e.g., visualization, creativity) that a good design thinker should possess have been identified from the literature. The primary purpose of this article is to summarize and synthesize the research on design thinking to (a) better understand its characteristics and processes, as well as the differences between novice and expert design thinkers, and (b) apply the findings from the literature regarding the application of design thinking to our educational system. The authors’ overarching goal is to identify the features and characteristics of design thinking and discuss its importance in promoting students’ problem-solving skills in the 21st century.
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Citations
Cites
Situated Learning: Legitimate Peripheral Participation
Lave, J., & Wenger, E. (1991) · Cambridge University Press eBooks · doi:10.1017/cbo9780511815355 · Cited by 35,324
The role of deliberate practice in the acquisition of expert performance
Ericsson, K. A., Krampe, R. T., & Tesch-Römer, C. (1993) · Psychological Review · doi:10.1037/0033-295x.100.3.363 · Cited by 9,564 · cited 1×
“According to Ericsson, Krampe, and Tesch-Romer (1993), deliberate practice guided toward improvement of performance is necessary to reach high levels of performance and the acquisition of expertise.”
BackgroundCreativity in the design process: co-evolution of problem–solution
Dorst, K., & Cross, N. (2001) · Design Studies · doi:10.1016/s0142-694x(01)00009-6 · Cited by 2,357
Design and other types of fixation
Purcell, A. T., & Gero, J. S. (1996) · Design Studies · doi:10.1016/s0142-694x(96)00023-3 · Cited by 552 · cited 1×
“Experts are believed to be able to store and access information in larger cognitive chunks than novices can and to recognize underlying principles rather than focusing on the surface features of problems (Dorner, 1999; Nigel, 2004; Purcell & Gero, 1996; Suwa et al., 2000).”
BackgroundSuwa, M., Gero, J., & Purcell, T. (2000) · Design Studies · doi:10.1016/s0142-694x(99)00034-4 · Cited by 338
Thinking with diagrams in architectural design
Do, E. Y.-L., & Gross, M. D. (2001) · Artificial Intelligence Review · doi:10.1023/a:1006661524497 · Cited by 109
Cited by
The relation between 21st-century skills and digital skills: A systematic literature review
van Laar, E., van Deursen, A. J. A. M., van Dijk, J. A. G. M., & de Haan, J. (2017) · Computers in Human Behavior · doi:10.1016/j.chb.2017.03.010 · Cited by 2,006
Demystifying computational thinking
Shute, V. J., Sun, C., & Asbell-Clarke, J. (2017) · Educational Research Review · doi:10.1016/j.edurev.2017.09.003 · Cited by 1,466
Self-citationYeager, D. S., Romero, C., Paunesku, D., Hulleman, C. S., Schneider, B., Hinojosa, C., Lee, H. Y., O'Brien, J., Flint, K., Roberts, A., et al. (2016) · Journal of Educational Psychology · doi:10.1037/edu0000098 · Cited by 691
Theoretical foundations of design thinking – A constructivism learning approach to design thinking
Pande, M., & Bharathi, S. V. (2020) · Thinking Skills and Creativity · doi:10.1016/j.tsc.2020.100637 · Cited by 325
Murphy, M. C., Gopalan, M., Carter, E. R., Emerson, K. T. U., Bottoms, B. L., & Walton, G. M. (2020) · Science Advances · doi:10.1126/sciadv.aba4677 · Cited by 214
Metadata
- Authors
- Razzouk, R., & Shute, V.
- Venue
- Review of Educational Research
- Published
- 2012-09
- Volume
- 82
- Issue
- 3
- Pages
- 330-348
- ISSN
- 0034-6543 (ISSN-L)
- 1935-1046
- OpenAlex
- W2116470496
- Cited by
- 1,388
- References
- 6
- FWCI
- 25.97
- Type
- journal article
- Language
- en
- Open access
- closed
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Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
