Developing critical thinking, collective creativity skills and problem solving through playful design jams

Tang, Tang; Vezzani, Valentina; Preez, Vikki Du

doi:10.1016/j.tsc.2020.100696

Cited by 141 publications

(93 citation statements)

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“…In this way we outlined an approximate level of the students' intercultural competence at the beginning of studying Intercultural Communication. It was decided to "utilise design thinking to explore possible solutions to complex problems through interdisciplinary working in small groups" (Tang et al, 2020) and to apply the design thinking approach to such activities as learning through projects realization, case studies, role plays, simulations, and films analyses, that are all practised within the Intercultural Communication classes to develop intercultural competence.…”

Section: Figurementioning

confidence: 99%

Developing Intercultural Competence Through Design Thinking

Hantsiuk

VINTONIV

Opar

et al. 2021

EIS

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Cultural competence, as the ability to interact effectively with the culturally diverse others, is a key component to your success in the globalized world. Developing cultural competence gives us an insight how to benefit from the diversity within intercultural interactions. Everyone may misinterpret the cultural differences due to the low level of cultural competence. That can influence further cooperation with different cultures. Therefore, it is very important to foster students’ intercultural skills, in particular by using different learning techniques and implementing new ideas into the traditional teaching methods. One of them is design thinking as a practice that encourages collaboration and can help students to manage intercultural challenges. Hence, the research problem for this study is to reveal the correlation between the development of students’ intercultural competence and design thinking method application. The purpose of the study is to summarize and synthesize the research on cross-cultural interactions and design thinking to build a framework that shows how the implementation of the design thinking method into the learning process facilitates the development of students’ intercultural competence. The tasks of the research are:a) to review the main contributions to the field of design thinking by analysing multidisciplinary studies on how design thinking fosters development of variety competences including intercultural competence;b) to design the framework to reveal the correlation between the components of intercultural competence and the stages of design thinking process;c) to observe the changes in the students’ intercultural competence level by analysing learners’ responses to the case of intercultural misunderstanding at the beginning of studying the cross-cultural communication classes and after finishing the course.d) The study uses mixed approaches such as quantitative and qualitative methods, scientific literature studies, intercultural competence assessment, grouping, comparative analysis, synthesis, inductive and deductive methods.The key results are presented in the framework that demonstrates the ways how design thinking method supports the development of intercultural competence. This framework can be used by educators to teach intercultural competence and everyone involved in cross-cultural interactions, and who would like to benefit from the diversity.

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Section: Figurementioning

confidence: 99%

Developing Intercultural Competence Through Design Thinking

Hantsiuk

VINTONIV

Opar

et al. 2021

EIS

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“…The focus of our interest was to understand the place of critical thinking in the activities of an individual entrepreneur. The developed critical thinking technologies (Smith, 2011;Zair-Bek and Mushtavinskaya, 2011;Al-Shalabi, 2015;Tang, Vezzani and Eriksson, 2020) are used for collaboration and developmental learning. From the theoretical point of view, the study of the problem of the critical thinking development in individual entrepreneurs with different styles of self-regulation confirms the works of scientists, clarifies scientific ideas about the social and psychological properties of the individual entrepreneur's personality.…”

Section: Introductionmentioning

confidence: 99%

“…Halpern D. F. highlights the skills of a critical thinker, including analysis of the situation and conclusions, formulation, promotion and development of a hypothesis, search for solutions, activation of acquired knowledge and causal relationships, analysis of significance, comparisons, matching, use of argumentation, assessment of its reliability, generalization, study of other people's points of view (Halpern, 2013). Thus, critical thinking allows you to extract information from memory; interpret the information received, the situation, give examples, compare and generalize; apply your knowledge, skills and abilities in practice; analyze information, differentiate and correlate; evaluate information and develop your own criteria; create something new (Fedorov, 2007;Tang, Vezzani and Eriksson, 2020).…”

Section: Introductionmentioning

confidence: 99%

“…The above-mentioned thoughts actualize the problem of developing the critical thinking of individual entrepreneurs to optimize their activities. There are technologies for developing critical thinking that can, with a certain degree of approximation, be reduced to three phases of training (Zair-Bek and Mushtavinskaya, 2011;Swart, 2017;Kitsantas, Baylor and Hiller, 2019;Tang, Vezzani and Eriksson, 2020). The first phase is a challenge, motivation.…”

Section: Introductionmentioning

confidence: 99%

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Features of Critical Thinking of Individual Entrepreneurs With Different Levels of Self-Regulation

Molokhina

Pishchik

Фомин³

2021

IJCRSEE

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In the crisis conditions of entrepreneurs business functioning in Russian, it is important to develop critical thinking in conjunction with the skills of self-regulation of behavior. It is assumed that entrepreneurs with different styles of self-regulation differ in the level of critical thinking, and there is also a relationship between the styles of self-regulation and the level of critical thinking. The theoretical basis of the study is the idea of the relationship between the degree of formation of individual self-regulation and the productivity of performing various types of professional activities. The sample of the study consisted of 140 individual entrepreneurs engaged in entrepreneurial activity for more than two years, aged from 30 to 50 years. We used techniques to analyze the style of self-regulation of behavior, volitional self-regulation, critical thinking and mental abilities. The study allowed us to expand the understanding of the relationship between critical thinking and self-regulation, to reveal the content aspects of critical thinking of entrepreneurs with different levels of self-regulation of behavior. We found out that in the group of entrepreneurs with a high level of self-regulation of behavior, there is a high level of volitional self-regulation, perseverance, self-control, information processing skills and critical thinking skills. We came to conclusion that there are differences at the content and semantic level among entrepreneurs, differentiated by the type of self-regulation. For entrepreneurs with a low level of self-regulation, it is planned to conduct a program for the development of critical thinking.

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“…Pembelajaran abad 21 adalah sebuah pembelajaran yang memberikan kecakapan abad 21 kepada peserta didik yang meliputi 4 C (Tang et al, 2020). Salah satu aspeknya adalah Critical Thinking (keterampilan berpikir kritis).…”

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Pengembangan Media Mobile Learning Dengan Pendekatan Saintifik Berbasis Keterampilan Berpikir Kritis Matematis Siswa Kelas XI MAN 2 Kota Jambi

2021

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Penelitian ini merupakan jenis penelitian pengembangan. Penelitian ini bertujuan untuk (1) mendeskripsikan bagaimana proses keterampilan berpikir kritis yang dihasilkan dari pengembangan media mobile learning menggunakan aplikasi Smart Apps Creator (SAC) 3 pada materi turunan di kelas XI MIA; (2) mendeskripsikan kelayakan media mobile learning secara teori dan praktis; (3) mendeskripsikan efektivitas dari media mobile learning. Untuk mencapai tujuan tersebut, dikembangkan media mobile learning berbasis keterampilan berpikir kritis matematis dengan model pengembangan Lee dan Owens. Media ini divalidasi oleh ahli dan dinilai oleh guru kemudian diujicobakan pada siswa kelompok kecil dan kelompok besar. Kelayakan media pembelajaran mengacu kepada tiga aspek yaitu kevalidan, kepraktisan dan keefektifan. Kelayakan secara teori diperoleh dari validasi ahli, sedangkan kelayakan secara praktis diperoleh dari ujicoba kelompok kecil dan uji coba kelompok besar dengan kriteria sangat praktis. Hasil angket penilaian guru diperoleh persentase 89%, ujicoba kelompok kecil 86% serta ujicoba kelompok besar dengan persentase 87,5%. Untuk melihat efektifitas media dilakukan pretest dan post test untuk melihat keterampilan berpikir kritis siswa sebelum dan sesudah penggunaan media. Untuk mengukur keterampilan berpikir kritis siswa digunakan uji n-gain. Berdasarkan hasil uji N-Gain diperoleh hasil dengan kategori tinggi. Berdasarkan hasil tersebut, sehingga diperoleh kesimpulan bahwa media mobile learning layak digunakan untuk meningkatkan berpikir kritis matematis siswa.

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Developing critical thinking, collective creativity skills and problem solving through playful design jams

Abstract: This is a repository copy of Developing critical thinking, collective creativity skills and problem solving through playful design jams.

Cited by 141 publications

References 50 publications

Developing Intercultural Competence Through Design Thinking

Developing Intercultural Competence Through Design Thinking

Features of Critical Thinking of Individual Entrepreneurs With Different Levels of Self-Regulation

Pengembangan Media Mobile Learning Dengan Pendekatan Saintifik Berbasis Keterampilan Berpikir Kritis Matematis Siswa Kelas XI MAN 2 Kota Jambi

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