Abstract—Design thinking as a human-centered and problem-solving method can provide ways for ill-structured and complicated problems. It is also as an ability which can stimulate creative thinking and cultivate creative ability. Based on D.School five-step model, a new instructional framework of design thinking called “4+1” iterative model was constructed. Four-week classroom study was carried out with the experimental and control group to explore the effect of the new model in Information Technology course in a middle school. The result showed there were obvious differences between the two groups on the awareness of creation and design, the ability of understanding and making, and the awareness of cooperation and sharing. From the result of the satisfaction of the classroom, the degree of the satisfaction of the experimental group was higher than those in the control group. There was also obvious difference between the two groups on the satisfaction of the classroom. It showed that it could be widely applied in the classroom and promote the innovation of the traditional instruction.
Index Terms—Design thinking, D.School five-step model, “4+1” iterative model, Information technology course.
Manuscript received March 15 2020; revised June 2, 2020. This work was supported by Priority Academic Program Development of Jiangsu Higher Education Institutions in China. The authors are with Nanjing Normal University, Nanjing, 210097 China (corresponding author: Jinlei Xu; e-mail: email@example.com).
Cite:Qi Su and Jinlei Xu, "Improving Learners’ Design Thinking in Information Technology Course via “4+1” Iterative Model," International Journal of Information and Education Technology vol. 10, no. 10, pp. 757-762, 2020.Copyright © 2020 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).