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ابوالحسنی, زهرا, دهقانی, مرضیه, جوادی پور, محمد, صالحی, کیوان, محمدحسنی, نسرین. (1400). واکاوی نقش تفکر طراحی در ارتقای مهارت‌های قرن بیست و یکم: مرور نظام‌مند. فناوری آموزش, 16(1), 81-98. doi: 10.22061/tej.2021.7206.2508
زهرا ابوالحسنی; مرضیه دهقانی; محمد جوادی پور; کیوان صالحی; نسرین محمدحسنی. "واکاوی نقش تفکر طراحی در ارتقای مهارت‌های قرن بیست و یکم: مرور نظام‌مند". فناوری آموزش, 16, 1, 1400, 81-98. doi: 10.22061/tej.2021.7206.2508
ابوالحسنی, زهرا, دهقانی, مرضیه, جوادی پور, محمد, صالحی, کیوان, محمدحسنی, نسرین. (1400). 'واکاوی نقش تفکر طراحی در ارتقای مهارت‌های قرن بیست و یکم: مرور نظام‌مند', فناوری آموزش, 16(1), pp. 81-98. doi: 10.22061/tej.2021.7206.2508
ابوالحسنی, زهرا, دهقانی, مرضیه, جوادی پور, محمد, صالحی, کیوان, محمدحسنی, نسرین. واکاوی نقش تفکر طراحی در ارتقای مهارت‌های قرن بیست و یکم: مرور نظام‌مند. فناوری آموزش, 1400; 16(1): 81-98. doi: 10.22061/tej.2021.7206.2508

واکاوی نقش تفکر طراحی در ارتقای مهارت‌های قرن بیست و یکم: مرور نظام‌مند

فناوری آموزش
مقاله 7، دوره 16، شماره 1 - شماره پیاپی 61، دی 1400، صفحه 81-98    اصل مقاله (810.85 K)
نوع مقاله: مقاله مروری
شناسه دیجیتال (DOI): 10.22061/tej.2021.7206.2508
نویسندگان
زهرا ابوالحسنی1؛ مرضیه دهقانی* 1؛ محمد جوادی پور1؛ کیوان صالحی1؛ نسرین محمدحسنی2
1گروه روش‌ها و برنامه‌ریزی درسی، دانشکده روانشناسی و علوم تربیتی، دانشگاه تهران،تهران، ایران
2گروه تکنولوژی آموزشی، دانشکده روانشناسی و علوم تربیتی، دانشگاه خوارزمی،تهران، ایران
تاریخ دریافت: 01 شهریور 1400،  تاریخ بازنگری: 10 آذر 1400،  تاریخ پذیرش: 15 دی 1400 
چکیده
پیشینه و اهداف: : تفکر طراحی یک روش حل مسأله مشارکتی با رویکرد انسان محور است که با بالا بردن توانایی­های تفکر خلاق یادگیرندگان، نوآوری را تقویت می­کند. تفکرطراحی به بخشی جدایی­ناپذیر در زمینه­های طراحی و مهندسی و همچنین تجارت تبدیل شده­است؛ اما می­تواند تأثیر مثبتی در آموزش قرن بیست و یکم در سایر رشته­ها نیز داشته باشد. با استفاده از تفکر طراحی در محیط­های آموزشی، دانش­آموزان به‌طور منطقی می­خوانند، فکر می­کنند و استدلال کرده و مشکلات پیچیده­ای را می­توانند، حل کنند. این در حالی است که تعاریف متعددی از تفکر طراحی آمده­است به‌طوری‌که بسیاری از نویسندگان اظهار داشته­اند یک تعریف ثابت جهانی از تفکر طراحی وجود ندارد. لذا تلاش برای فهم و ابهام‌زدایی از تفکر طراحی ضروری به‌نظر می­رسد. در همین راستا هدف از پژوهش حاضر تحلیل مفهوم تفکر طراحی و بررسی مدل­های تفکر طراحی و تعاریف مهارت­های قرن بیست ویکم، همچنین بررسی نقش تفکر طراحی بر روی مهارت­های قرن بیست و یکم با جمع­آوری، ارزیابی و مرور نظام­مند مقالات مرتبط با این موضوع می­باشد.
روش‌ها‌: در این مطالعه جست و جو در بانک­های داده اریک، ساینس دایرکت، تایلر و فرانسیس و اسپرینگر و گوگل اسکلار انجام شد و کلیه مقالاتی که از سال 2000 تا 2020 در بانک داده­های آن­ها نمایه شده بود با زبان انگلیسی گردآوری شد. پس از جست‌وجو در بانک­های داده، مقالات مرتبط انتخاب شده و با ملاک ارزیابی casp مورد ارزیابی قرارگرفتند. پس از خواندن خلاصه مقالات و بررسی اولیه و حذف مقالات غیرمرتبط، نسخه کامل 83 مقاله تهیه و بررسی شد. مقالات مرتبط انتخاب، سپس از بین مقالات موجود شده و جهت ارزیابی تفصیلی بر اساس ملاک ارزیابیcasp مورد ارزیابی قرار گرفت. همچنین در جستجوی دستی که از طریق منابع مقالات انجام شد. با توجه به ماهیت تفکر طراحی 3 سایت مرجع برای ارائه مدل و 3 کتاب و 2 سایت برای مهارت­های قرن بیست و یکم را اضافه کردیم. در نهایت 54 مقاله، کتاب و سایت جهت مطالعه تفصیلی انتخاب شد.
یافته‌ها: با توجه به مقالات مورد مطالعه به‌دست آمده، یافته­های مقالات درچهار گروه طبقه بندی شدند که عبارتند از: 1- مقالاتی که مهارت­های قرن بیست و یکم را تبیین نموده­اند. 2- مقالاتی که تعریفی نو از تفکر طراحی ارائه داده­اند. 3- مقالاتی که????مدل­های جدیدی از تفکر طراحی را ارائه نموده­اند. 4-???? مقالاتی که از مدل­ها در اجرای طرح و ارتقای مهارت­های قرن بیست و یکم استفاده  نموده­اند. با توجه به نتیجه به‌دست آمده علی‌رغم شباهت­ها و ارتباطاتی که می­تواند در چهارچوب­های مهارت­های قرن بیست و یکم شناسایی شود، اصطلاحات و تعاریف مختلف اغلب برای توصیف یک مهارت یا مجموعه مهارت­ها استفاده می­شود که باعث ابهام و سردرگمی است. در همین راستا مهارت­هایی که در تمامی چارچوب­های ذکر شده­است عبارتند از: همکاری و ارتباطات؛ سواد فناوری اطلاعات و ارتباطات؛ مهارت­های اجتماعی؛ همچنین خلاقیت؛ تفکر انتقادی؛ حل مسأله، تولید محصولات با کیفیت و بهره­وری. همچنین نتایج مطالعات حاکی از این نکته بود که اجرای تفکر طراحی منجر به تقویت مهارت حل مسأله، نوآوری و خلاقیت و مهارت استفاده از تفکر تلفیقی می­شود. در ادامه اجرای تفکر طراحی همراه با همدلی، همکاری، کار تیمی نیز  همراه است که این امر به خودباوری و ارزشمند بودن فرد یادگیرنده منجر می­شود.
نتیجه‌گیری:  با توجه به نتایج پژوهش به‌طور کلی می­توان گفت، از آنجاکه جامعه امروز به تربیت نسل مجهز به مهارت­های قرن بیست و یکم، برای پیشبرد اهداف عالیه جامعه نیاز دارد؛ لذا توجه به بسترسازی شرایط لازم برای اجرای تفکر طراحی نقش بی­بدیلی را در پرورش نسلی کارآمد ایفا می­کند. 
کلیدواژه‌ها
مهارت های قرن بیست و یکم؛ تفکر طراحی؛ مدل؛ مرور نظاممند
موضوعات
رویکردهای نوین آموزشی
عنوان مقاله [English]
An analysis of the role of design thinking in promoting the 21st-century skills: A systematic review
نویسندگان [English]
Z. Abolhasani1؛ M. Dehghani1؛ M. Javadipour1؛ K. Salehi1؛ N. Mohammadhasani2
1Department of Methods and Curriculum Planning, College of Psychology and Educational Sciences, University of Tehran, Tehran, Iran
2Department of Educational Technology, College of Psychology and Educational Sciences, kharazmi University, Tehran, Iran
چکیده [English]
Background and Objectives: Design thinking is a participatory problem-solving method with a human-centered approach that enhances innovation by enhancing learners' creative thinking abilities. Although design thinking has become an integral part of design and engineering as well as business, it can have a positive impact on the 21st century education in other fields, too. Using design thinking in educational settings, students read, think, and reason logically and can solve complex problems. However, there are several definitions of design thinking, as many authors have stated that there is no fixed universal definition of design thinking. Therefore, it seems necessary to try to understand and demystify design thinking. In this regard, the purpose of this study researchis to analyze the concept of design thinking and study the models of design thinking and definitions of the 21st century skills as well as the role of design thinking on the 21st century skills by systematic collecting, evaluating and reviewing the related articles on this topic.
Methods: In this study, searches were performed in the databases of Eric, ScienceDirect, Taylor and Francis, Springer, and Google Scholar, and all articles indexed in their databases from 2000 to 2020 were collected in English. After searching the databases, the relevant articles were selected and evaluated according to the CASP evaluation criteria. After reading the abstracts and the initial review and removal of irrelevant articles, the full version of 83 articles was prepared and reviewed. Then, among the available articles, the relevant ones were selected and evaluated for detailed evaluation based on CASP evaluation criteria.
Also, in the manual search that was done through the sources of articles, according to the nature of design thinking, 3 reference sites were added to present the model and 3 books and 2 websites were added for the skills of the 21st century. Finally, 54 articles, books and websites were selected for detailed study.
Findings: According to the obtained/aforementioned studies, they were categorized in four groups: 1- Articles that have explained the skills of the 21st century. 2- Articles that have offered a new definition of design thinking. 3- Articles that have presented new models of design thinking. 4- Articles that have used the models in implementing the design and improving the skills of the 21st century. Given the results, despite the similarities and connections that can be identified in the context of 21st century skills, different terms and definitions are often used to describe a skill or a set of skills that cause ambiguity and confusion. In this regard, the skills that are mentioned in all frameworks are as follows: cooperation and communication; ICT literacy; social skills; creativity; critical thinking; problem solving, production of quality products and productivity. The results of the studies also showed that the implementation of design thinking leads to strengthening problem-solving skills, innovation and creativity, and the skill of using integrated thinking. Continuing the implementation of design thinking along with empathy, cooperation, teamwork leads to self-confidence and value of the learner.
Conclusion: According to the research results, in general, it can be said that today's society needs to educate a generation equipped with the 21st century skills to advance the high goals of the society, so paying attention to creating the necessary conditions for the implementation of design thinking plays a unique role in raising a productive generation.
کلیدواژه‌ها [English]
21st Century Skills, Design thinking, Model, Systematic review
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