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This study reconstructs the collaborative design process of one elementary student team using videotaped design episodes as data. CORDTRA diagrams structure the complex, iterative progression, showing that students’ design thinking is collaborative, materially mediated, and embodied, while engaging in concrete, epistemic, and conceptual activities builds foundational design skills and supports learning beyond design.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/design-thinking-in-elementary-students-collaborative-lamp-designing-process/599608/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/design-thinking-in-elementary-students-collaborative-lamp-designing-process/599608.png","ImageObject",300,407,{"name":92,"@type":93},"jayni","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the aim of this study?","Question",{"text":112,"@type":113},"To unfold the collaborative design process of one team of elementary students and understand their multimodal ways of design thinking.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the design process analyzed in the study?",{"text":117,"@type":113},"Videotaped design episodes served as the data source, and CORDTRA diagrams were used to open up the design process in a structured, chronological way.",{"name":119,"@type":110,"acceptedAnswer":120},"What did the results show about students’ design thinking?",{"text":121,"@type":113},"Students’ design thinking was collaborative, materially mediated, and embodied, supported by concrete, material, epistemic, and conceptual activities.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},599608,1792171927,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},3985747859343,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Design Thinking in Elementary Students’ Collaborative Lamp Designing Process  \nKaiju Kangas, University of Helsinki, Finland  \nPirita Seitamaa-Hakkarainen, University of Helsinki, Finland  \nKai Hakkarainen, University of Turku, Finland  \nRESEARCH  \nAbstract  \nDesign and Technology education is potentially a rich environment for successful learning, if the management of the whole design process is emphasised, and students’design thinking is promoted. The aim of the present study was to unfold the collaborative design process of one team of elementary students, in order to understand their multimodal ways of design thinking. The videotaped design episodes of the team constitute the data source of the study. CORDTRA diagrams were used for opening up the design process, providing means to analyse the complex and iterative process in a structured manner. The results indicate that the students’ design thinking was collaborative, materially mediated, and embodied in nature. Engaging in various concrete and material, as well as epistemic and conceptual activities provided the students with opportunities to learn the foundational design skills. Further, the multifaceted design process integrated skills needed for learning also something other than design.  \nKey words  \ndesign thinking, collaborative designing, embodied thinking, CORDTRA diagrams  \nIntroduction  \nThe goal of Design and Technology (D&T) education has long been to create critical understanding of design practice both through action and reflection upon it (Roth, 2001; Schön, 1983) . These practices include production of design artefacts, such as sketches, models and final products, which provide mediating entry into design discourse (Rowell, 2004) . However, in basic education, the construction of these artefacts is often perceived asthe primary focus of learning activities, rather than as away of supporting the rationale directing the design practice. The epistemic richness of the practice is reduced (Schwartz et al., 2009) if the students are not provided with opportunities to recognise, create, and reflect on their own ways of participating in the design culture (Murphy and Hennessy, 2001; Rowell, 2004) . Production of visual and material artefacts is a crucial element of success in the design field, which depends on the management of the whole design process in all its components, from idea  \ngeneration to the mastery of techniques. Students need to manage the procedures of planning and making, integrating representations of mind to surrounding material/physical and societal conditions, reflecting possibilities, and testing the boundaries of self-fulfilment. Learning through designing arguably has an essential role in human development by facilitating the development of cognitive, spatial, motor, social, and aesthetic skills.  \nDesigning puts emphasis on conceiving something new and clarifying as yet unknown details. This requires active knowledge creation and meaning making-aspects which make D&T settings potentially rich environments for successful learning. Design thinking has the potential to promote, for example, constructive thinking, creative problem-solving, collaboration, and multimodality (Cross, 2006; Kolodner et al., 2003) . According to Sawyer (2012), many principles of the schools of art and design are closely aligned with learning sciences findings, yet provide a different vision of teaching and learning. Moreover, in collaborative design activity, students share atask around an actual, concrete artefact, which becomesan object of their shared cognition (Medway, 1996) . Design discourse, including sketching, modelling, and interactions with objects, has the unique potential to support shared thinking processes (Murphy and Hennessy, 2001) . In recent years, the embodied dimension of designers’ and artisans’ work has gained increasing attention (Keller and Keller, 1996; Patel, 2008) . Research on embodied cognition questions the traditional dualism of body","cbCainXYFsSDFXTB","https://ap.wps.com/l/cbCainXYFsSDFXTB","pdf",384105,14,"English","# Abstract\n# Introduction\n## Design Thinking\n## Research Questions\n## CORDTRA Diagrams","[{\"question\":\"What was the aim of this study?\",\"answer\":\"To unfold the collaborative design process of one team of elementary students and understand their multimodal ways of design thinking.\"},{\"question\":\"How was the design process analyzed in the study?\",\"answer\":\"Videotaped design episodes served as the data source, and CORDTRA diagrams were used to open up the design process in a structured, chronological way.\"},{\"question\":\"What did the results show about students’ design thinking?\",\"answer\":\"Students’ design thinking was collaborative, materially mediated, and embodied, supported by concrete, material, epistemic, and conceptual activities.\"}]","Design Thinking in Elementary Students’ Collaborative Lamp Designing Process | PDF",1792089104,35]