Susan Talebi; Mohammadreza Niliahmadabadi; Hashem Fardanesh
Abstract
Exposure with complex educational issues and proposing innovative issues in the world affected by the changes in science and technology of the current century, requires equipping with a kind of analytical and creative thinking and action in the field of education and learning. Design thinking in education ...
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Exposure with complex educational issues and proposing innovative issues in the world affected by the changes in science and technology of the current century, requires equipping with a kind of analytical and creative thinking and action in the field of education and learning. Design thinking in education is a kind of learner-centered and creative problem-solving to respond to ambiguous and complex issues and propose innovative issues in education. The purpose of this research is to analyze and conceptualize design thinking and examine its necessity in education. In the present study, the inductive qualitative content analysis method was used to analyze the selected articles from the systematic review by studying the documents of the existing researches. The findings of the research showed that the concepts are in a range of thought (philosophy,strategy, approach and mentality, mental process and problem-solving thinking) to action (implementation process, means of producing knowledge and innovation, skill and activity); Also, human-centered, analytical and creative thinking, solution-oriented in solving ambiguous problems, thinking outside the framework, accepting ambiguity and uncertainty, being collaborative and trans disciplinary, process, integration of opinion and action, innovation and learning from failure are among the most important The features of design thinking were identified. According to the results of the research, the use of design thinking for the field of educational sciences and for the people of an educational group, including learners, educational leaders, managers, and teachers, seems necessary in order to be considered as a source of effect in raising an efficient generation.
Hassan Fanidpour; Yousef Mahdavi nasab; Hashem Fardanesh
Abstract
The aim of this study was to investigate the effect of using the story based design strategy in the university textbook design in comparison with using the traditional strategy on the level of motivation for academic achievement in the course of “Educational Design”, taken by the students ...
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The aim of this study was to investigate the effect of using the story based design strategy in the university textbook design in comparison with using the traditional strategy on the level of motivation for academic achievement in the course of “Educational Design”, taken by the students majoring in educational technology at Tabriz University. The methodology of this piece of research is quasi- experimental with pretest and posttest designs and control and experimental groups. The statistical population consists of 180 undergraduate students of educational technology from among all students at the Faculty of Psychology and Educational Sciences, Tabriz University. The sampling method was random sampling and sample size was 40. The measurement instruments included Werland Scale of Motivation for Academic Achievement. For the purpose of data collection, a pretest and posttest of the foregoing scale were administered to all sample subjects. The scales of the test of motivation for academic achievement were analyzed by means of covariance analysis. Results suggested that there is a significant difference between both groups in terms of level of motivation, and this difference benefits the experimental group, i.e., material development using story strategy has a significant effect on motivation for academic achievement in the students of educational technology in the course of “Educational Design”.
