Design Thinking for Developing Competencies in Pre-Service Science Teachers
DOI:
https://doi.org/10.55777/rea.v17i34.7076Keywords:
Design Thinking, Innovation and Creativiy, Life-long Self-directed learning, Science Teacher trainingAbstract
The goal of this study is to assess the pedagogical potential of design thinking in achieving both the learning outcomes of an "Educational Innovation and Research" course within the Master's in Teacher Training program (specialization in Physics and Chemistry), and the development of key transversal competencies, essential for the future professional practice.
Both utilizing design thinking as a central approach to guide students in the design of an innovation project intended for implementation during their Practicum and customizing training activities based on a series of competency achievement indicators, the new methodology was applied with a group of 33 students. Data were collected throughout its implementation and evaluation to analyse and discuss its impact on competency development, and to propose potential improvements.
The findings demonstrate that this approach effectively promotes integrated and applied learning of course content, and significantly contributes to the development of the competencies of "Innovation and Creativity" and "Lifelong Self-directed Learning" as perceived by the participating students. Some activities were also identified for redesign or expansion, with the added value of addressing additional transversal competencies.
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