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Journal articles on the topic 'Design-thinking process'

Author: Grafiati

Published: 4 June 2021

Last updated: 16 February 2022

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1

Zhou, Jing-Tao, Xiang-Qian Li, Ming-Wei Wang, Rui Niu, and Qing Xu. "Thinking process rules extraction for manufacturing process design." Advances in Manufacturing 5, no. 4 (2017): 321–34. http://dx.doi.org/10.1007/s40436-017-0205-6.

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2

김정아 and 오인균. "A Methodology for Design Process in Design Thinking." Journal of Integrated Design Research 15, no. 3 (2016): 9–18. http://dx.doi.org/10.21195/jidr.2016.15.3.001.

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3

Du, Junpeng, Shikai Jing, and Jihong Liu. "Creating shared design thinking process for collaborative design." Journal of Network and Computer Applications 35, no. 1 (2012): 111–20. http://dx.doi.org/10.1016/j.jnca.2011.02.014.

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4

Knippers, Jan. "From Model Thinking to Process Design." Architectural Design 83, no. 2 (2013): 74–81. http://dx.doi.org/10.1002/ad.1558.

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5

SUN, Zhaoyang. "Representation of Design Intents in Design Thinking Process Model." Journal of Mechanical Engineering 45, no. 08 (2009): 182. http://dx.doi.org/10.3901/jme.2009.08.182.

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6

Pi, Yong Sheng, and Yuan Yuan Yang. "Graphic Thinking Process in Innovative Product Design." Advanced Materials Research 328-330 (September 2011): 85–89. http://dx.doi.org/10.4028/www.scientific.net/amr.328-330.85.

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This paper aims to discuss graphic thinking increasingly ignored as the continuous development of information technology. In this paper, the author mainly discussed the importance of graphic thinking, the method of establishing graphic thinking mode and the specific application of graphic thinking in design. In this way, the core function and value of graphic thinking in innovation design process can regress

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Koçkan Özyıldız, Pelin, and Pelin Yıldız. "The Infographic Model of Design Thinking Process." Iconarp International J. of Architecture and Planning 8, no. 1 (2020): 282–310. http://dx.doi.org/10.15320/iconarp.2020.114.

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8

郜, 胜. "Experience and Thinking in Process Piping Design." Hans Journal of Chemical Engineering and Technology 09, no. 05 (2019): 385–93. http://dx.doi.org/10.12677/hjcet.2019.95055.

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Lee, Jong-gil, and Yung-hea An. "Exploring Design Thinking process experiences to promote adult Learner's creative Thinking." Korean Association For Learner-Centered Curriculum And Instruction 21, no. 15 (2021): 441–58. http://dx.doi.org/10.22251/jlcci.2021.21.15.441.

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Lau, Kung Wong, and Pui Yuen Lee. "On Design Thinking: Studying the Hybrid Process of Managing Creative Thinking and Design Planning in Design Education." Design Principles and Practices: An International Journal—Annual Review 2, no. 1 (2008): 99–104. http://dx.doi.org/10.18848/1833-1874/cgp/v02i01/38168.

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Nagai, Y., and H. Noguchi. "An experimental study on the design thinking process started from difficult keywords: modeling the thinking process of creative design." Journal of Engineering Design 14, no. 4 (2003): 429–37. http://dx.doi.org/10.1080/09544820310001606911.

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Park, Sae Bom, and Jae Hee Chung. "A proposal of craft design process applying design thinking methodology." Journal of Industrial Design Studies 47 (March 31, 2019): 45–56. http://dx.doi.org/10.37254/ids.2019.03.47.05.45.

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Lee, Gwang Deuk, and Jin Ho Lee. "A Study on Design Thinking in Brand Design Development Process." Journal of Cultural Product & Design 57 (June 30, 2019): 131–40. http://dx.doi.org/10.18555/kicpd.2019.57.13.

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Rosa, Maiara, Caio Augusto Nunes Marques, and Henrique Rozenfeld. "Commonalities and Particularities of PSS Design Process and Design Thinking." Procedia CIRP 64 (2017): 253–58. http://dx.doi.org/10.1016/j.procir.2017.03.020.

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15

Beckman, Sara L., and Michael Barry. "Innovation as a Learning Process: Embedding Design Thinking." California Management Review 50, no. 1 (2007): 25–56. http://dx.doi.org/10.2307/41166415.

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Vasilieva, E. V., and T. E. Tochilkina. "Synergy of design thinking and process transformation approaches." Upravlenie 8, no. 1 (2020): 83–93. http://dx.doi.org/10.26425/2309-3633-2020-1-83-93.

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Luka, Ineta. "Design Thinking in Pedagogy." Journal of Education Culture and Society 5, no. 2 (2020): 63–74. http://dx.doi.org/10.15503/jecs20142.63.74.

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The twenty-first century has brought lots of challenges for people in all spheres, including education. In the new context, traditional approaches often seem ineffective and therefore new tools and methods have to be applied. An alternative approach that might be useful in the given context is design thinking – the approach that originated in architecture, design and art, and nowadays is applied in many fields. It is a human-centered problem-solving approach that may be used in the teaching/learning process to develop twenty-first century skills and enhance creativity and innovation. This paper introduces readers to the origin of design thinking, its attributes and processes as well as its application in pedagogy.

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Sung, Euisuk, and Todd R. Kelley. "Identifying design process patterns: a sequential analysis study of design thinking." International Journal of Technology and Design Education 29, no. 2 (2018): 283–302. http://dx.doi.org/10.1007/s10798-018-9448-1.

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19

Hamilton, Janet G., and Joanne M. Klebba. "Experiential Learning: A Course Design Process For Critical Thinking." American Journal of Business Education (AJBE) 4, no. 12 (2011): 1–12. http://dx.doi.org/10.19030/ajbe.v4i12.6608.

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This article describes a course design process to improve the effectiveness of using experiential learning techniques to foster critical thinking skills. The authors examine prior research to identify essential dimensions of experiential learning in relation to higher order thinking. These dimensions provide key insights for the selection of experiential techniques within a course. Using these dimensions, the authors propose a course design process to systematically develop an experiential course format that aligns with instructor-specified content and critical thinking objectives. This process is relevant to educators interested in developing critical thinking skills and may serve to promote more effective student learning.

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20

Kim, Sunyun. ""The Development of Thinking Process Model for Group Creativity based on Design Thinking"." Journal of Educational Technology 35, no. 3 (2019): 621–53. http://dx.doi.org/10.17232/kset.35.3.621.

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21

Corrales-Estrada, Martha. "Design thinkers’ profiles and design thinking solutions." Academia Revista Latinoamericana de Administración 33, no. 1 (2019): 9–24. http://dx.doi.org/10.1108/arla-01-2018-0028.

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Purpose The purpose of this paper is to understand how the profiles of design thinkers influence particular design-thinking solutions. It proposes to identify who (profiles), how (design-thinking methodologies) and what (outcomes as an innovation roadmap: process, product, business model, channel, brand, etc.), since the ways professional designers tackle a problem to reach an innovative solution is related to the designers’ profile. Design/methodology/approach The paper opted for an exploratory study using a focus group, composed of eight design thinkers and experts. An online survey was also sent to 123 DT leaders, with a return rate of 41 surveys, who worked on an end-to-end innovation project. The data were complemented by documentary analyses. Findings The paper provides empirical insights into the importance of selecting a diverse DT team. The team composition must be diverse because different profiles are required for different types of innovation and also for each DT phase to create value. Research limitations/implications Given the exploratory research approach being used in the paper, the research results may lack generalization to different contexts. Therefore, researchers are encouraged to test the proposed propositions further, using a larger sample that includes designers from different countries and testing eventual hypotheses. Practical implications The paper includes implications to increase the success rate of business innovations, and to reduce the associated costs that continue to increase for trial and error methods. Originality/value The paper fulfills an identified need to study how the DT profile and phases, empathize, define, ideate, prototype and test, require the correct skills and leadership throughout the whole process for effective outcome implementation.

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22

Jacobs, Jessica. "Intersections in Design Thinking and Art Thinking: Towards Interdisciplinary Innovation." Creativity. Theories – Research - Applications 5, no. 1 (2018): 4–25. http://dx.doi.org/10.1515/ctra-2018-0001.

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AbstractAs the problem-solving methodology of design thinking has gained legitimacy in business and educational environments, this article suggests we also think about incorporating “art thinking” into approaches in design pedagogy. To study what skills and techniques can be useful in other disciplines, we can first review the stages of the creative process which are centered around preparation, incubation, ideation, illumination, and evaluation. Within those stages, we can tease out specific elements unique to the artistic process that can be particularly useful, including mindsets of emotional engagement, intuition, and tolerance of ambiguity as well as cognitive strategies such as the use of metacognition, resource banks, generators and constraints, prolonged research, problem-creation, conversation with the work, closure delay, and reflection and thematic coherence. Emphasizing these elements and strategies in design pedagogy can expand possibilities for creativity and innovation.

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23

Tepavčević, Bojan. "Design thinking models for architectural education." Journal of Public Space 2, no. 3 (2017): 67. http://dx.doi.org/10.5204/jps.v2i3.115.

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<p>Technology advancements have profound impact on design thinking in architecture, professional practice and architectural education. New models of representation, along with computational design thinking and innovative approaches in digital fabrication bring new demands for the rethinking of educational pedagogy for the new generation of architects in the digital age. While learning by making has been deeply rooted in the process of architectural education, digital modes of design, representation and manufacturing reconcile the dual nature of design process that has traditionally oscillated between drawing and making, visual and material. In this paper, the relationship between making process in design-led research and other aspects that challenge architectural education are analyzed and described. Along with emerging trends in this topic, current design-led research position and strategies at some Australasia schools of architecture are presented.</p>

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24

Lee, Eun-jung, and Ji-yu Park. "Evaluation Factors to Improve Education of Design Thinking Process." Journal of Communication Design 66 (January 31, 2019): 199–210. http://dx.doi.org/10.25111/jcd.2019.66.15.

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조현재 and 이현주. "Design process based on creating ideas through divergent thinking." Journal of Digital Design 11, no. 1 (2011): 141–52. http://dx.doi.org/10.17280/jdd.2011.11.1.015.

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26

SAKATANI, Suisho, and Teruyuki MONNAI. "INDIVIDUAL THINKING LEADING CREATIVE DIALOGUE IN ARCHITECTURAL DESIGN PROCESS." Journal of Architecture and Planning (Transactions of AIJ) 82, no. 742 (2017): 3093–103. http://dx.doi.org/10.3130/aija.82.3093.

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27

Wang, Shouhong, and Hai Wang. "Teaching Design Thinking Through Case Analysis: Joint Analytical Process*." Decision Sciences Journal of Innovative Education 9, no. 1 (2011): 113–18. http://dx.doi.org/10.1111/j.1540-4609.2010.00295.x.

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28

Pandey, Ar Asit. "Architecture: The Transformation from Thinking to Design." International Journal for Research in Applied Science and Engineering Technology 9, no. 8 (2021): 2579–88. http://dx.doi.org/10.22214/ijraset.2021.37832.

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Abstract: To understand the design process, think of it as a problem-solving approach that combines creative talent with art and science to create solutions. Many designers go through a design process that follows a certain order; however, this process includes some stages that were discovered to be particularly successful. The design process may be deliberate or automatic, depending on the kind of project the designers work on. For many architects, the design process and methodology are critical to the creation of creative design solutions. Many experiments have been conducted on design methods, and these studies critically examine, evaluate, compare, as well as suggest alternative solutions as a result of their findings. Keywords: Design, integrated design, parti, literal translation, analogies, metaphors, essences, ideals

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29

Min, Jiyoung, and Hyesun Lee. "A Study on Ideation & Process of Biomimicry Design using Design Thinking." Journal of Industrial Design Studies 47 (March 31, 2019): 137–50. http://dx.doi.org/10.37254/ids.2019.03.47.13.137.

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30

Goldsworthy, Kate, and Dawn Ellams. "Collaborative Circular Design. Incorporating Life Cycle Thinking into an Interdisciplinary Design Process." Design Journal 22, sup1 (2019): 1041–55. http://dx.doi.org/10.1080/14606925.2019.1595416.

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31

FROLOVA, Natalia A., and Irena V. ALESHCHANOVA. "DESIGN THINKING DEVELOPINGMETHODSIN FOREIGN LANGUAGE CLASSES." PRIMO ASPECTU, no. 2(46) (June 10, 2021): 86–92. http://dx.doi.org/10.35211/2500-2635-2021-2-46-86-92.

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The article considers the issue of design thinking developing methods in foreign language classes. The study materials are presented by educational and methodological courses for teaching foreign languages, methodical developments for professionally oriented teaching, checklists of students’ educational and scientific activity, the final rating of the educational process of the academic groups participating in the experiment. The methods of observation, questioning and interviewing were used. The experimental results were statistically processed. The authors differentiate between the concepts of "design thinking" and "creative thinking" which are often confused. In this case design thinking is viewed as a higher level of thought process. It was found that the most effective basis for developing students' design thinking skills is the OIW (organized independent work), in particular, project activities. The effectiveness of the methodology for the formation and development of students’ design thinking competence core has been proven experimentally in 2018-2020 academic semesters in the process of full-time and remote working modeat at the Foreign Languages and Humanities Department of the Kamyshin Technological Institute (branch) of the Volgograd State Technical University. The conducted study showed that students participation in the experiment significantly influenced their outlook, quality of intellectual modeling, research activities, subject communication both in their native and foreign languages.

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Chon, Harah, and Joselyn Sim. "From design thinking to design knowing: An educational perspective." Art, Design & Communication in Higher Education 18, no. 2 (2019): 187–200. http://dx.doi.org/10.1386/adch_00006_1.

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The process of design explicates the procedural knowledge of design activities, shifting theoretical conceptions across practical dimensions. Design thinking, as a creative and innovative methodology, has been established as a designerly process for non-designers to address complex problems. This article reviews the implications of introducing the design thinking methodology as a pedagogical approach in design education at LASALLE College of the Arts in Singapore, generating new knowledge to inform the research spaces of design practice and theory. Using the design thinking methodology as a sound framework to facilitate risk-taking decisions in design research and practice, students from the design specialisms of Design Communication, Product Design and Interior Design were inducted into an interdisciplinary project. The perspectives and insights arising from the collaborative, design thinking methodology are extracted, analysed and adapted to form a framework to illustrate the non-linear, circular structures of knowledge generation from theory (designerly knowing) to practice (design thinking) and research (design knowing).

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HARĘŻLAK, LTC, PhD, Piotr, and Robert ROSA Maj. M.Sc. "War Studies University Attempt to Design Thinking." Zeszyty Naukowe Akademii Sztuki Wojennej 114, no. 1 (2019): 75–87. http://dx.doi.org/10.5604/01.3001.0013.5769.

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This article describes the process of recognising and acquiring new capabilities in the frame of operational planning process. It refers to the changes in the operational environment which can be observed nowadays. Educating senior officers is a process which requires proper tools, techniques, methods and approach. War Studies University tries to respond to these appearing needs in the field of operational planning process, especially in understanding the operational environment. The article looks at the elements of this process. Implementing the design thinking may possibly be an offer that has to be tested. A general overview of the testing model is the aim of the second part of this article. A description of the experimental model includes control and experimental group, dependent and independent variables. Additionally, selected tools are presented. The conduct of the pilot research to verify methods and the way of conducting the experiment is also predicted. The article also refers to the problems of cultural adaptation of the scenario. First of all, the scenario has to be of complex context. This is the consequence of used typology of the operational environment. In the Cynefin framework, environment is divided into four types: simple, complicated, complex and chaotic. The article underlines the meaning of the research concerning the design thinking, as a divergent approach, in the process of implementing this into operational planning.

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Sofiana, Yunida. "Pemahaman Critical Thinking, Design Thinking dan Problem Solving dalam Proses Desain." Humaniora 5, no. 2 (2014): 649. http://dx.doi.org/10.21512/humaniora.v5i2.3120.

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The task of the designer is not limited to beautify the aesthetic appearance of a form, but more complex and down to the root of the problem. Based on observations made at the educational institution, all this time, the process of designing is carried out in the world of education, discusses the more common problems and it simply just to beautify a form. The purpose of this study is to revitalize the importance of the design process that is accompanied by a pattern of critical and creative thinking in finding solutions to design problems. So that the resulting design, and variations will have a better quality after going through deeper thinking. The research method is descriptive-qualitative research that are taken from various sources of books, internet and student assignments. The data are summarized and analyzed and made a conclusion.

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Zheng, Hao, Yixiong Feng, Jianrong Tan, and Zixian Zhang. "Research on intelligent product conceptual design based on cognitive process." Proceedings of the Institution of Mechanical Engineers, Part C: Journal of Mechanical Engineering Science 230, no. 12 (2015): 2060–72. http://dx.doi.org/10.1177/0954406215587728.

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Early in the design process, designers attempt to explore in the wide design space to generate a number of feasible solutions and decide the best concept scheme with a high degree of uncertainty according to customer demands. A strategy that can assist designers in exploring and ascertaining design solutions within this vast space is therefore crucial. However, existing product design tools mainly focus on the detailed design phase and due to lack of effective design tools, it is often difficult for human designers to explore in wide multi-disciplinary solution spaces. Therefore, this paper proposes a cognitive process-based approach for assisting designers achieving intelligent conceptual design. By analyzing designers’ thinking characteristics, a design meta-thinking model is defined and a simulation model which is composed of divergent thinking and convergent thinking is put forward. Case-based reasoning and genetic algorithm are applied to stimulate divergent thinking to associate and produce feasible concept solutions. Furthermore, multiple-attribute decision-making method based on intuitionistic fuzzy number is employed to stimulate convergent thinking to obtain the best solution from generated conceptual candidate solutions. Finally, a case study is implemented on a turbo-expander. The result of this example demonstrates that the proposed approach can provide an intelligent manner to perform conceptual design. Meanwhile, a computer-aided design prototype system is developed based on this framework.

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Putri ; Jonathan Hans Yoas S., Nadia Rahmalia. "DESIGN THINKING DONE BY BUDI PRADONO IN THE HOTEL U JANEVALLA DESIGN PROCESS." Riset Arsitektur (RISA) 4, no. 1 (2020): 15–32. http://dx.doi.org/10.26593/risa.v4i1.3684.15-32.

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Abstract- Design thinking is the process by which architects carry out problem-solving approaches to address problems in the design process. The process of problem-solving is the process of finding the most appropriate solution from all solutions that are created. Solutions, which are taken and become design decisions, are the forming factors of the overall design of the building and its process is influenced by the normative positions of the architect. One of the architects in Indonesia who has a strong character that always produces an attractive architectural design is Budi Pradono. His architectural firm named Budi Pradono Architects or often abbreviated as BPA. One of the interesting buildings of BPA is the U Janevalla Hotel in Bandung. Seeing the appearance of the building which is attractive at a glance, reflected the complexity in the planning process because its formation is unusual and very iconic. The purpose of this study was to find out how was design thinking carried out by Budi Pradono in the design process of Hotel U Janevalla Bandung. The methods which were used in this study were a qualitative method, data that were obtained from literature studies, direct observations to the object, working drawings, and from interviews with the main architect and architect who were in-charge to the project U Janevalla Hotel. It was concluded that Budi Pradono's design thinking in the problem-solving process from the concept stage to the periodical inspection was clearly influenced by his normative positions and that became a reflection of the Hotel U Janevalla's design attractiveness. In Budi Pradono's design thinking, proper architecture with architect's normative position is an architecture that has innovation itself, because it is derived from the results of mapping the latest phenomena based on research and prioritizing experiments by questioning the production of conventional buildings. The problem that arose in Budi Pradono's design thinking was how he could make the design of the attractive hotel and fulfill the proper architecture which matches his normative position. Budi Pradono's aim of creating a hotel with attractive designs added sub-problems in his design. This issue made the problem-solving process became complex but could create a more innovative and potential solution. Besides that, the increase of sub-problems was also caused by unexpected things that appeared in the process and required design decisions. The problem-solving procedure which was used in Budi Pradono's design thinking was the whole procedure but it was dominated by the use of generate-and-test procedures. Rules which were used in several problems solving cases were an analogy of dancing rules, building and environment's relationship rules, operator’s rules, 4 star's hotel standard rules, and industrial design rules. The type of problem-solving that was carried out most often was the problem-solving that continued to develop with adjustments or rules and finally found an appropriate solution decision. Key Words: Design thinking, design process, hotel, Aceh Bandung

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37

Tomita, Yoshikazu, and Takashi Maeno. "Designing Structured Design Thinking Framework for Societal System Design in the Unknown Context." Journal of Management and Strategy 9, no. 3 (2018): 103. http://dx.doi.org/10.5430/jms.v9n3p103.

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Currently where everything has increased in complexity, systems designers such as a business model designer are challenged to solve ill-defined problems by creating innovations and designing societal systems. For handling such problems, design thinking has attracted attention as a methodology for solving "ill-defined" problems. However, design thinking cannot create innovations or design societal systems by itself because design thinking cannot guarantee reproducibility in a system design.In fact, design thinking is effective when applied to the systems approach process and when embedded in its processes. This paper proposes using the advantages of both design thinking and the systems approach to build a structured design thinking framework. This framework integrates the nonstructured design thinking process and the structured systems approach process. We used this framework to redesign a local community in Japan and to design a new concept of an aquarium. We further confirmed that this framework is effective.

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38

Veita, Lauma. "DESIGN IDEA CREATION AND IMPLEMENTATION IN LEARNING PROCESS: STUDY CASE." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 4 (May 21, 2019): 555. http://dx.doi.org/10.17770/sie2019vol4.3851.

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In the 21st century design thinking or problem-solving methodology has obtained a wide response in product development and service provision. It is a way of thinking which takes us to changes. Currently, in Latvia the schools which implement vocational secondary education art and design education programmes and also vocational orientation education programmes in art and design area have obtained the broadest experience in design acquisition. Taking into account the significance of problem-solving in learners’ development, design has been included in the comprehensive education content. Teachers need a new skill – to organize the design process so that their pupils would acquire problem-solving skills in a practical action. How have the teachers organized the design process? What learning methods have been applied? How is the design thinking developed? Goal analyse theoretical knowledge in design thinking and teachers’ experience of learning technologies in design acquisition which has been acquired in art education of vocational orientation. The Latvian National Culture Centre has compiled the experience of art teachers in methodological material “No Tēla līdz dizainam. Putns” (“From Image to Design. Bird”), it can look at 24 individual or pedagogical workgroup design process methodology for primary school pupils. Using designer IDEO group 3 I model – Inspiration, Ideation, Implementation, in the methodological material, development of design thinking has been described with 10 different techniques. The author’s analysis conveys the possible competences, what knowledge and skills pupils acquire in the design process, what techniques and methods the teacher applies in the learning process in design acquisition. The methodological material used in the research is one of the first for elementary school pupils’ design thinking development in Latvia, it enables us to identify problems and needs for school teachers.

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Triatmaja, Suastiwi. "Designing a Design Thinking Model in Interior Design Teaching and Learning." Journal of Urban Society's Arts 7, no. 2 (2020): 53–64. http://dx.doi.org/10.24821/jousa.v7i2.4499.

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In the last three decades, research on design processes and methods has been the driving force behind the design science development; however, research on design process knowledge has not developed much in Indonesia. This research aims to answer the problems faced by interior design students when they have to complete a design task by applying specific design processes and methods. The choice of technique and method is influenced by the situation & conditions in which the design is carried out. The research was carried out using the “double diamonds” process and method with a problem-solving approach. The research analysis was carried out by examining students’ design documents in the interior design course, conducting interviews with students and lecturers, and literature studies. Furthermore, an alternative process model and design method are more prepared to follow the needs and answer the Interior Design Study Program’s problems when completing a design task. Research has succeeded in finding process models and design methods called a DT-DI model compatible with interior design students.

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40

Havemose, Karin. "The Encyclopedia Hands From Design Thinking to Design Making." Swedish Design Research Journal 10 (June 28, 2016): 58–64. http://dx.doi.org/10.3384/svid.2000-964x.13258.

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This article deals with creativity in practice and reveals the complex web of knowledge and skills that are in the things we create. Immaterial values such as traditions, memories and intentions are made visible. Also dimensions from the philosophy of knowledge are revealed: reflective judgement, aesthetic sensitivity and accountability for doing good work. The epistemology of the article is based on the theory of hermeneutic experience and empirical examples are gathered from the author’s book Things in motion – the design process (2012).

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41

오은경 and Ken Nah. "Design Thinking Process Model and its Application to Social Innovation." Journal of Korea Design Knowledge ll, no. 32 (2014): 31–44. http://dx.doi.org/10.17246/jkdk.2014..32.004.

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42

Bagnasacco, Marco M. "Sustainable Process in Design Thinking: Beyond Aesthetics and the Ordinary." Design Principles and Practices: An International Journal—Annual Review 5, no. 6 (2011): 29–46. http://dx.doi.org/10.18848/1833-1874/cgp/v05i06/38256.

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43

이지선. "A Study of Design Thinking Adaptation for Maker Education Process." Journal of Korea Design Forum ll, no. 54 (2017): 225–34. http://dx.doi.org/10.21326/ksdt.2017..54.019.

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44

Starkey, Michael, Jeff Aughton, and Roger Brewin. "Extending process thinking: design of experiments in sales and marketing." TQM Magazine 9, no. 6 (1997): 434–39. http://dx.doi.org/10.1108/09544789710187046.

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45

MA, Henry, and Amelie CHAN. "Demystification of Design Thinking in Problem-solving." 11th GLOBAL CONFERENCE ON BUSINESS AND SOCIAL SCIENCES 11, no. 1 (2020): 141. http://dx.doi.org/10.35609/gcbssproceeding.2020.11(141).

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As one of the key components in design discipline, Design Thinking has regained its popularity in the last decade (Dunne & Martin, 2006; Cooper, Junginger & Lockwood, 2009; Kimbell, 2011). However, this did not occur in design schools or in design professions; rather, it occurred in other disciplines—like business. Some business schools and business organizations consider Design Thinking an effective method or process to generate innovative solutions for resolving complex or wicked problems (Davis, 2010; Dorst, 2011; Glen, Suciu & Baughn, 2014). Whether they be for-profit or non-profit, many organizations also use the Design Thinking process when making strategic decisions or solving problems. In order to solve a problem in an efficient and effective manner, traditional thinking and cognitive studies suggest the prevailing way to solve a problem is to follow an orderly and linear process that work from the problem to the solution. The logic starts by understanding the problem through analyzing the problem situation. After identifying the definition of the problem, one can formulates some possible solutions. The optional solutions are evaluated and the best will be chosen to implement and transform the situation to the specific goal. Keywords: Design Thinking, Traditional Problem-solving, Creativity, Wicked Problems

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Shively, Kate, Krista M. Stith, and Lisa DaVia Rubenstein. "Measuring What Matters: Assessing Creativity, Critical Thinking, and the Design Process." Gifted Child Today 41, no. 3 (2018): 149–58. http://dx.doi.org/10.1177/1076217518768361.

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The field of gifted education has a rich history of proposing and implementing innovative pedagogical practices to develop students’ creative and critical thinking, yet less attention has been given to the assessment of these learning experiences. If creative and critical thinking are both inherently important in developing global problem solvers and further represent the goals of gifted curriculum, then classroom assessments must be designed to measure student development of these process skills. Many assessment rubrics emphasize the end product or superficially address process skills. This article provides sample rubrics to assess creative and critical thinking skills independently. Then, we consider anchoring larger projects’ assessment within the Design Thinking Model (DTM), which embeds creative and critical thinking skills into the design process. Teachers may tailor these rubrics to assist in measuring the essential, yet complex, cognitive processes, and clearly convey to students the characteristics and practices of a good thinker and designer.

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Thompson, Leigh, and David Schonthal. "The Social Psychology of Design Thinking." California Management Review 62, no. 2 (2020): 84–99. http://dx.doi.org/10.1177/0008125619897636.

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This article examines the cardinal tenets of design thinking using the research, theory, and insights of social psychology. People’s intuitions are often incorrect and, moreover, it is often difficult for people to revise their thinking. There are four principles common to many design thinking approaches: observe and notice; frame and reframe; imagine and design; and make and experiment. For each of these design thinking prescriptions, this article analyzes the social-psychological phenomena involved and illustrates practical applications from a real design thinking project at IDEO. Design thinkers and their companies can use these insights from social psychology to inform and inspire the design thinking process.

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Jackson, Julie, Michelle Forsythe, Danielle S. L. Medeiros, Joseph Parthemore, and Alexis Rix. "Unpacking the Engineering Process: Resourcing Trade Books and Biographies." Children and Libraries 16, no. 4 (2018): 4. http://dx.doi.org/10.5860/cal.16.4.4.

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Interest in engineering education is growing, and libraries are often the hub of science, technology, engineering, and mathematics (STEM) learning activities in schools and communities. To enhance patrons’ experiences, many libraries have incorporated making, maker, and tinkering spaces that support STEM learning and engineering thinking. Making, maker, and tinkering spaces generally include opportunities for patrons to have hands-on experiences with a variety of materials, technology resources, and design challenges that encourage thinking like an engineer. This type of thinking is “goal-oriented thinking that addresses problems and decisions within given constraints by drawing on available resources, both material resources and human capital.” Thinking like an engineer, making, and tinkering are all part of engineering design-based learning.

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Stoner, Melissa A., Kristin T. Stuby, and Susan Szczepanski. "The Engineering Process in Construction & Design." Mathematics Teaching in the Middle School 18, no. 6 (2013): 332–38. http://dx.doi.org/10.5951/mathteacmiddscho.18.6.0332.

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Yin, Bi Ju, Yan Xiong, Yan Li, and Xiang Long Li. "Product Design Thinking Mode Based on Analogical Reasoning." Applied Mechanics and Materials 278-280 (January 2013): 2265–68. http://dx.doi.org/10.4028/www.scientific.net/amm.278-280.2265.

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Analogical reasoning is a common way to produce design concept, but there are less researches of design thinking based on the analogical reasoning. This paper constructesd a kind of design thinking schema based on the analogical reasoning (DTSBAR), pointing out the general flow of the thinking mode, with discussing the general characteristics of analogy mapping and analogy inference reasoning process. The design process of portable pencil sharpener proved effectiveness of this design thinking patterns. The research would be helpful to understand the designer's design thinking rules, and to promote the production of design innovation.

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