Abstract
This chapter examines the different conceptions of design knowledge and suggests how it can be fostered and evaluated in the educational experiences of teachers and students. It proposes that design thinking can be developed through the purposive selection and sequencing of design problems as well as through the reflection and understanding of design reasoning. These processes can also support the long-term development of the desired dispositions to engage in design work. The development of design thinking can also be supported through a multi-prong approach where design perceptions, design processes, and design outcomes are being evaluated. The issues and challenges involved are then discussed.
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Koh, J.H.L., Chai, C.S., Wong, B., Hong, HY. (2015). Developing and Evaluating Design Thinking. In: Design Thinking for Education. Springer, Singapore. https://doi.org/10.1007/978-981-287-444-3_7
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DOI: https://doi.org/10.1007/978-981-287-444-3_7
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