īennetts, C., Cheeley, A., Caldwell, B., & Green, M. Design thinking frameworks as transformative cross-disciplinary pedagogy: Final Report Sydney: Australian Government & Office for Learning and Teaching (pp. The design thinking–maker education intervention improved the learners’ academic performance, developed their creative tendencies, and changed their stereotypes of engineers.Īnderson, N., Adam, R., Petray, T., Taylor, P., & Otto, T. On the posttest of the DAET, the control group depicted significantly less facial hair but significantly more helmets and symbols of research and knowledge, whereas the experimental group depicted significantly less facial hair but significantly more helmets, symbols, and relevant captions. Regarding creative tendencies, significant pretest–posttest differences in adventure, curiosity, imagination, and the total score were observed in the experimental group. The significant between-group difference in preexisting knowledge disappeared on the posttest, and the experimental group exhibited a more significant improvement in their academic level ( p < 0.01) than did the control group ( p < 0.05). Interviews were conducted to obtain course feedback and information on the participants’ perceptions of engineers. Creative tendencies were investigated through a pretest and posttest questionnaire. Stereotypes of engineers were examined through the Draw-an-Engineer Test (DAET). All students underwent an academic pretest and posttest. Traditional instruction and a design thinking-maker education intervention were applied to the control and experimental groups (n = 68 each), respectively. Herein, 136 Year 4 students took a course called Movement of Objects. This research used quantitative and qualitative analyses to determine the impacts of the design thinking–maker education intervention on primary school students to prove its effectiveness in improving the learners’ academic level and in developing their creative tendencies, and whether the design thinking–maker education intervention can help change the learners’ stereotypes of engineers. Learners have stereotypes about some professions interventions can help change these stereotypes. The design thinking literature and most maker teaching modes are limited in their promotion of learning and ability development in various dimensions. Design thinking can facilitate the innovative resolution of complex problems. Can you imagine having the perfect job? Work at something you love, are good at, get paid well, and need you in the world.Maker education can enhance learners’ creativity. Many people hate their job for various reasons, it may be that they don’t really love it or they receive very little money for their efforts, or they feel that their talents are wasted and they could do more positive things for the world. Obviously having a long and happy life depends on many factors, such as eating well, exercising, getting enough sleep and having positive people around you, however, the Japanese have a proverb which perfectly explains the importance of finding your purpose or ikigai: “Only by remaining active will you wish to live for a hundred years.” It is similar to the French concept “Raison d’être” or reason for being and basically refers to having a reason to get up in the morning… This can be achieved by finding and living your true purpose. Ikigai (pronounced ee-key-guy) is a Japanese concept that combines 2 words: “iki” which means life and “gai” which means “purpose”.
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