Online Design Thinking Instruction and Changes in Pre-Service Teachers’ Self-Perceptions of Design Thinking and Reflective Thinking: A Mixed-Method Study

Abstract

It is an undeniable fact that Design Thinking (DT) and Reflective Thinking (RT) skills are among the qualities that must be possessed by every individual, especially teachers, who are one of the most important pillars in achieving the goals of curriculums, in the world of education where digital technology has become a great power. This makes it necessary to carry out studies to develop teacher training programs in this direction. The purpose of the current study is to determine the effect of DT training on the DT and RT tendencies of pre-service teachers and to elicit the opinions of pre-service teachers on this process. The study group consisted of a total of 44 second-year pre-service teachers, 32 female and 12 male, attending the Department of Primary Teaching in a state university. The study employed an embedded design, one of the mixed methods, and qualitative research was embedded within quantitative research. An quasi-experimental method was used in the quantitative dimension of the study, and the case study design was used in the qualitative dimension. In the experimental dimension the study, data were collected by using the “Design Thinking Scale”, “Reflective Thinking Level Determination Scale” and a “Personal Information Form” developed by the researcher. The qualitative data of the study were collected by using a semi-structured interview form prepared by the researcher. At the end of the study, it is believed that online DT instruction may have an impact on pre-service teachers' both DT and RT tendencies, and that pre-service teachers with low reflection and critical reflection tendencies may have benefited more from online DT instruction compared to those with higher tendencies.