Design Thinking: Logic or Creativity

Abstract

As an EU member state, Latvia has set high-quality education provision as a goal in all education cycles. An innovative project called SCHOOL 2030 (SCHOOL 2030) was launched in Latvia in 2016 and is working to introduce a competency-based approach that would promote a holistic view of school subjects. Within the project, a team of experts is working on a framework and content (methodologies, materials, etc.) for integrated learning, using a competency-based approach in specific sciences organized around seven thematic areas: languages; social and civic education; culture and arts, science, mathematics, technology, health and sport. This study is concerned with a new approach to problem-solving in Technology teacher education applying the design thinking approach as an innovative methodology. The aim of the research was to identify the interpretations of design thinking, the importance of the stages of the design process in the design thinking process and the achievement of the result, as well as the aspects of logic and creativity in design thinking. In the research process, bibliometry was conducted to gain the understanding of design thinking and its connection with logical and creative thinking. A survey as the research method was applied to explore the applicability and importance of design thinking in the study course Design and Technology. The survey questions were related to the understanding of design thinking, the process, its main stages and role in creative activity and development of design products. The data obtained revealed that the design-thinking approach can be effectively incorporated into the Technology Education field to promote more purposeful problem-solving. Both logic and creativity are present within the application of the design-thinking approach.