اثربخشی راهبرد آموزش تفکر طراحی بر توانایی حل مساله دانش‌آموزان دوره ابتدایی در درس تفکر و پژوهش

امروزه فناوری آموزشی به‌عنوان یک حوزه بین‌رشته‌ای، متاثر از پیشرفت‌های علوم، فناوری و استفاده از یافته‌های آن‌ها برای تسهیل و ارتقای کیفیت یادگیری است. ازاین‌رو با هدف بهره‌گیری از تفکر طراحی به‌عنوان راهبردی نوین برای نوآوری، این پژوهش با هدف بررسی اثربخشی تلفیق راهبرد آموزش تفکر طراحی در درس تفکر و پژوهش بر توانایی حل مساله دانش‌آموزان دوره ابتدایی انجام شد. این پژوهش به روش شبه تجربی با طرح پیش آزمون- پس آزمون و گروه گواه انجام شد. جامعه ی آماری شامل کلیه دانش آموزان پسر پایه ششم دوره ابتدایی ناحیه 1 شهرستان کرج بودند که به روش نمونه گیری در دسترس تعداد 38 نفر انتخاب و به‌صورت تصادفی در دو گروه آزمایش (19 نفر) و گروه گواه (19 نفر) جایگزین شدند و از طریق پرسشنامه  لانگ و کسیدی (1996) مورد ارزیابی قرار گرفتند. نتایج آزمون تی همبسته نشان داد هر دو روش یعنی راهبرد تفکر طراحی و روش سنتی در افزایش استفاده از سبک حل مسئله سازنده و کاهش استفاده از سبک حل مسئله غیر سازنده به‌طور معنی‌داری موثر بوده است (0/01>p). نتایج تحلیل کوواریانس نشان داد که تاثیر روش آموزش با کمک راهبرد تفکر طراحی در افزایش استفاده از سبک حل مسئله سازنده و کاهش استفاده از سبک حل مسئله غیر سازنده به‌طور معنی‌داری بیشتر از روش سنتی بود (0/01>p). با توجه به یافته های پژوهش پیشنهاد می‌شود راهبرد آموزش تفکر طراحی در برنامه درسی دوره ابتدایی تلفیق شود و در این زمینه دوره‌های آموزشی با هدف توانمندسازی معلمان و به‌کارگیری این راهبرد در دستور کار آموزش‌وپرورش قرار گیرد.

the effectiveness of the design thinking teaching strategy on the problem solving style ability of elementary school students in the course of thinking and research

problem-based learning (pbl) is an active and immersive learning approach that equips individuals with the skills to tackle real-world challenges. by fostering problem-solving abilities in students, educational systems can undoubtedly achieve their goals. as learners’ decision-making and optimal solution-selection abilities improve, they can effortlessly meet their daily needs and achieve greater success (yeung, yuen, chen lam, 2023). however, considering the current state of students’ critical thinking skills, it seems that educational systems have not been entirely successful in fulfilling this mission. existing educational and pedagogical approaches, particularly in developing countries, emphasize eclectic, unidirectional methods, and prioritize teacher and curriculum authority. this approach stifles students’ focus on problem-solving, creative thinking, and independent learning, creating significant obstacles to the development of problem-solving skills. on the other hand, advanced educational systems, particularly in developed nations, emphasize the importance of strengthening problem-solving approaches to enable students to generalize their knowledge and learning to new situations (gaulton, crowe, sherman, 2023). it seems that one of the educational methods in this field is the instructional strategy of design thinking. design thinking, as a novel approach for innovation and problem-solving, has attracted the attention of many researchers. given the integrative capabilities of design thinking, the present study aims to investigate the effectiveness of integrating the design thinking instructional strategy in enhancing the quality of learning and problem-solving in the elementary-level thinking and research course. since one of the fundamental objectives of this course is the growth and development of problem-solving skills in students, integrating the design thinking strategy into this course seems to be a promising avenue. design thinking, as a model for restructuring methods and results, assists students in achieving creativity towards becoming deep thinkers. according to renard (2014), design thinking is described as a cycle of (1) empathy and observation, (2) defining the problem, (3) ideation, (4) prototyping, and (5) testing. design thinking, defined here as a learning strategy, helps in dealing with complex problems by maintaining deep learning processes in understanding the problem and various solutions (kröper, fay, lindberg, meinel, 2010). in their study, gaulton et al. (2023) demonstrated that design thinking serves as an effective method for fostering creative thinking environments and enhancing problem-solving learning among students. given the points raised and the necessity to investigate research evidence regarding support for this educational approach, the present study seeks to address the question of whether integrating the design thinking instructional strategy into the thinking and research course is effective in improving the problem-solving abilities of elementary-level students.