[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-detail-601611-en":59,"doc-seo-601611-105":80},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":5,"data":60},{"doc_id":61,"user_id":62,"nickname":63,"user_avatar":64,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":66,"doc_content":67,"file_id":68,"file_url":69,"file_type":70,"file_size":71,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":72,"language":73,"language_code":74,"site_id":75,"html_lang":74,"table_of_contents":76,"faqs":77,"seo_title":78,"seo_description":66,"update_tm":79,"read_time":41},601611,962090883568,"anakgang17","https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Transforming Constructivist Learning into Action - Design Thinking in education","21st-century education needs to move from transferring knowledge to developing students’ individual potentials through constructivist learning. While theoretical research identifies advantages and implementation criteria, practice often suffers from fragmented subject learning and inefficient lesson design, leaving teachers uncertain about project and interdisciplinary teaching. The paper argues that Design Thinking, as a team-based learning process, bridges this gap by supporting holistic, practice-oriented constructivist learning. A case study reports improved classroom experience for both teachers and students and increased adoption of constructivist methods.","Transforming Constructivist Learning into Action: Design Thinking in education  \nAndrea Scheer, Hasso Plattner Institute at University of Potsdam, Germany Christine Noweski, Hasso Plattner Institute at University of Potsdam, Germany Prof Dr Christoph Meinel, Hasso Plattner Institute at University of Potsdam, Germany  \nRESEARCH  \n8  \nIn an ever changing society of the 21st century, there is a demand to equip students with meta competences going beyond cognitive knowledge. Education, therefore, needs a transition from transferring knowledge to developing individual potentials with the help of constructivist learning. Advantages of constructivist learning, and criteria for its realisation have been well-determined through theoretical findings in pedagogy (Reich 2008, de Corte, OECD 2010) . However, the practical implementation leaves a lotto be desired (Gardner 2010, Wagner 2011) . Knowledge acquisition is still fragmented into isolated subjects. Lesson layouts are not efficiently designed to help teachers execute a holistic and interdisciplinary learning. As is shown in this paper, teachers are having negative classroom experience with project work or interdisciplinary teaching, due to a constant feeling of uncertainty and chaos, as well as lack of a process to follow. We therefore conclude: there is a missing link between theoretical findings and demands by pedagogy science and its practical implementation. We claim that, Design Thinking as a team-based learning process offers teachers support towards practice-oriented and holistic modes of constructivist learning in projects. Our case study confirmsan improvement of classroom experience for teacher and student alike when using Design Thinking. This leads to a positive attitude towards constructivist learning and an increase of its implementation in education. The ultimate goal of this paper is to prove that Design Thinking gets teachers empowered to facilitate constructivist learning in order to foster 21st century skills.  \nKey words  \nDesign Thinking; education; learning process; Constructivism, 21st century skills  \nIntroduction  \nThe mandate of schools is to unfold the personality of every student and to build a strong character with a sense of responsibility for democracy and community. This implies developing skills of reflection, interpretation of different information and other complex metacompetences. Science, business and social organisations alike describe a strong need for a set of skills and competences, often referred to as 21st century skills  \n(e.g. Pink 2006, Wagner 2010, Gardner 2007) or key competences (OECD) . These include communicative, social and creative meta-competences in addition to cognitive skills (Carroll et al. 2010) . Schools are the only compulsory place for most young people to develop abilities and qualifications. Therefore, educational systems are getting more and more demanded to facilitate the development of such competences and skills. With the complexity of everyday life increasing, globalisation, fastchanging technological advances, product cycles getting shorter and economic competition tightening, innovative capacities comprised in the 21st century skills have become crucial for individuals to survive in an ever changing society (Dikmans 2011) . Most of them are related to knowledge management, which include processes concerning information selection, acquisition, integration, analysis and sharing of knowledge in socially networked environments (de Corte 2010) . It is important to equip not only academics with those skills at university, but to already start with each students in the schools. Content learning is important, but in order to effectively internalise knowledge, metacognitive competences, attitudes, values and action skills are crucially necessary (Weinert 2003) . Teaching such metacognitive competences needs to go beyond isolated information acquisition in certain subjects, towards a holistic learning through experience an","cbCaiij0lb9Ks1Ch","https://ap.wps.com/l/cbCaiij0lb9Ks1Ch","pdf",672021,12,"English","en",105,"# Introduction\n## Objectives and Research Questions\n## The claim on education: developing 21st century skills through constructivist learning","[{\"question\":\"What main challenge does the paper identify in constructivist learning implementation?\",\"answer\":\"Practical implementation falls short of theoretical criteria, leading to fragmented knowledge acquisition and lesson layouts that don’t support holistic, interdisciplinary execution. Teachers also report uncertainty, chaos, and a lack of a clear process for project work.\"},{\"question\":\"How does the paper propose Design Thinking to address this challenge?\",\"answer\":\"Design Thinking is presented as a team-based learning format that helps teachers deal with complex problems, sustain in-depth learning, and support problem perception and diverse solution paths. It aims to create a positive classroom experience while enabling CSSC learning in school contexts.\"},{\"question\":\"What research questions does the paper ask?\",\"answer\":\"It asks whether facilitation of CSSC learning can be advanced through Design Thinking, what the classroom experience looks like when using it, and whether Design Thinking is valuable for teachers.\"}]","Transforming Constructivist Learning into Action - Design Thinking in education | PDF",1792092960,{"code":4,"msg":81,"data":82},"ok",{"site_id":75,"language":74,"slug":83,"title":65,"keywords":84,"description":66,"schema_data":85,"social_meta":139,"head_meta":141,"extra_data":143,"updated_unix":144},"transforming-constructivist-learning-into-action-design-thinking-in-education","",{"@graph":86,"@context":138},[87,101,121],{"@type":88,"itemListElement":89},"BreadcrumbList",[90,94,96,99],{"item":91,"name":92,"@type":93,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":95,"name":9,"@type":93,"position":14},"https://docshare.wps.com/document/",{"item":97,"name":40,"@type":93,"position":98},"https://docshare.wps.com/document/research-report/",3,{"item":100,"name":65,"@type":93,"position":19},"https://docshare.wps.com/document/transforming-constructivist-learning-into-action-design-thinking-in-education/601611/",{"url":100,"name":65,"@type":102,"image":103,"author":108,"headline":65,"publisher":110,"fileFormat":113,"inLanguage":74,"description":66,"dateModified":114,"datePublished":115,"encodingFormat":113,"isAccessibleForFree":116,"interactionStatistic":117},"DigitalDocument",{"url":104,"@type":105,"width":106,"height":107},"https://docshare.wps.com/thumbnails/transforming-constructivist-learning-into-action-design-thinking-in-education/601611.png","ImageObject",300,407,{"name":63,"@type":109},"Person",{"url":91,"name":111,"@type":112},"DocShare","Organization","application/pdf","2026-10-26","2026-10-15",true,{"@type":118,"interactionType":119,"userInteractionCount":34},"InteractionCounter",{"@type":120},"ViewAction",{"@type":122,"mainEntity":123},"FAQPage",[124,130,134],{"name":125,"@type":126,"acceptedAnswer":127},"What main challenge does the paper identify in constructivist learning implementation?","Question",{"text":128,"@type":129},"Practical implementation falls short of theoretical criteria, leading to fragmented knowledge acquisition and lesson layouts that don’t support holistic, interdisciplinary execution. Teachers also report uncertainty, chaos, and a lack of a clear process for project work.","Answer",{"name":131,"@type":126,"acceptedAnswer":132},"How does the paper propose Design Thinking to address this challenge?",{"text":133,"@type":129},"Design Thinking is presented as a team-based learning format that helps teachers deal with complex problems, sustain in-depth learning, and support problem perception and diverse solution paths. It aims to create a positive classroom experience while enabling CSSC learning in school contexts.",{"name":135,"@type":126,"acceptedAnswer":136},"What research questions does the paper ask?",{"text":137,"@type":129},"It asks whether facilitation of CSSC learning can be advanced through Design Thinking, what the classroom experience looks like when using it, and whether Design Thinking is valuable for teachers.","https://schema.org",{"og:url":100,"og:type":140,"og:title":65,"og:site_name":111,"og:description":66},"article",{"robots":142,"canonical":100},"index,follow",{"doc_id":61,"site_id":75},1792116385]