As schools focus on building students’ capacity to learn and solve problems outside the formal classroom, many educators have embraced “design-thinking” strategies as a promising approach.
The appeal of design thinking, which evolved out of strategies to improve product design, is that it fosters brainstorming and collaboration skills that are valuable in a changing world where many challenges don’t have textbook answers.
But do design-thinking strategies actually improve a student’s performance? Perhaps more important, will students use those strategies outside of school? Until now, both questions have been hard to measure.
A new study by researchers at the Stanford Graduate School of Education (GSE) provides some answers: yes and yes.
Via John Evans
Will design thinking strategies benefit your student when school is over? A new study from the Stanford Graduate School of Education answers that question.