Destination, Imagination and the Fires Within: Design Thinking in a Middle School Classroom

TLDR

The Taking Design Thinking to Schools Research Project seeks to deepen understanding of design thinking in K‑12 classrooms by examining how students articulate their learning, how affective factors influence classroom dynamics, and how the approach aligns with academic standards. An ethnographic qualitative study observed university instructors implementing an interdisciplinary design curriculum in a public charter school, guided by three research questions.

Abstract

Abstract The purpose of the Taking Design Thinking to Schools Research Project was to extend the knowledge base that contributes to an improved understanding of the role of design thinking in K‐12 classrooms. The ethnographic qualitative study focused on the implementation of an interdisciplinary design curriculum by a team of university instructors in a public charter school. Three questions framed the study. How did students express their understanding of design thinking classroom activities? How did affective elements impact design thinking in the classroom environment? How is design thinking connected to academic standards and content learning in the classroom?