DRS2012 Bangkok Proceedings Vol 4 - Design Research Society

Andrea SCHEER, Christine NOWESKI and Christoph MEINEL
1.) Teachers describe the students as more participatory than usual
at school if a constructivist teaching method is applied.
Figure 5: Average teacher judgments regarding the question: “How did the students came across
throughout the workshop?” rated on a scale ranging from -3 to + 3; negative values indicate the left
characterization applies more; positive values indicate the right characterization is more applicable
2.) Teachers consider Design Thinking a highly valuable teaching
method – more valuable than the Dewey approach.
Figure 6: Average teacher judgments regarding the expected impact of Design Thinking or Dewey’s
project work at school
3.) Teachers state they are very likely to pursue a Design Thinking
project if possible. Whether they would carry out a Dewey project is
much less certain.
Figure 7: Average teacher statements regarding whether or not they are likely to carry out a Design
Thinking or Dewey project at school
Conference Proceedings 1671