Mapping the Relationships between Self-Directed Learning and Design Thinking in Pre-Service Science and Technology Teachers

Abstract

Self-directed learning and design thinking were found to be promising pedagogies for supporting education and thus supporting sustainable development goals. While some researchers have posited that self-directed learning may support design thinking, empirical research examining the relationship between these two essential skills is lacking because their shared conceptual structure has not been articulated in detail, and because they have remained siloed in design practice. This study examines pre-service teachers’ self-regulation in relation to design thinking skills to advance a theoretical understanding of design science and to overcome challenges teachers face in adopting and implementing design thinking. For this study, 158 pre-service teachers were recruited. On the first level, the empirical data collected were subjected to structural equation modelling to find and confirm significant metacognitive perspectives in design thinking, while on the second level, an in-depth analysis was conducted to find moderating effects of pre-service teachers’ metacognitive experiences and teacher education in design thinking. We argue that awareness and interpersonal skills are crucial in creative design activity, and that embracing risk, tolerance to uncertainty, and underdeveloped supervising skills might be critical elements for advancing design thinking behaviour. The findings of this study have implications for effective science and technology teaching and the learning of design thinking in teacher education, and for educators and commercial course designers to adjust the implementation of design thinking.

Examining pre-service teachers regulation in distance and traditional preschool design and technology education

“…In all clusters, SDL dimensions increased according to self-reported scoring from learning activities, evaluation, and learning strategies to interpersonal skills and awareness. Our results confirm the findings of the study by Avsec and Ferk Savec [ 41 ].…”

“…This suggests evaluation skills of preservice preschool teachers are quite rigid. This might be due to the lack of supervision skills as argued by some authors [ 41 , 92 ].…”

“…However, considering the above characteristics of self-directed learning and the fact that self-reported outcome assessment instruments are frequently used in the teacher education literature, Williamson's self-rating scale of self-directed learning seemed most appropriate to detect the skills required for pre-service preschool teachers [ 15 , 36 , 41 ]. Despite that, we are aware that measurement criteria are not fixed attributes but are dependent on the context and population or the sample being studied, and if the questionnaire has not been validated in the sample of interest, it may be subject to measurement error.…”

“…Learning strategies result in learning activities that represent the actual actions of the learner, such as the use of ICT, highlighting crucial information, using different learning methods and styles, etc. [ 41 ]. Another very important SDL dimension is evaluation, which is a process that humans constantly engage in.…”

Studying the Development of Design Thinking of Undergraduate Engineering Students in Singapore: Qualitative Reflection Analysis (Research)

“…Furthermore, during the design process, educators and learners must fully use skills in learning and innovation, critical thinking and issue resolving, communication and teamwork, etc. [21,22]. Hence, DT is also crucial for developing 21stcentury skills [23].…”