Comparing Thinking Frameworks: Positioning Design Thinking among Thinking Models in Science Education

Abstract

The present study investigates the distinctive contribution of design thinking towards the development of science education for 21st century. Conceptual Analysis method was adopted for this study. The findings of the analysis showed that design thinking provides a human- centered, iterative approach that incorporates empathy ideation and prototyping in contrast to other thinking models like critical thinking, analytical thinking, systems thinking, logical thinking and creative thinking. This study supports inquiry- based learning, highlighting the potential of design thinking as a transformative pedagogical approach that promotes both cognitive and socio- emotional development. Using a comparative framework, the study illustrates the unique way in which design thinking solves difficult, ill- defined problems in science classrooms. While acknowledging implementation and assessment issues, this study shows pathways for incorporating design thinking in science education.