Sustainable Development Goals
Abstract/Objectives
This study investigated the influence of integrating design thinking mindsets into 11 elementary school English teachers’ curriculum development. The analysis of qualitative data (documents, lesson plans, observations on professional development, videos on classroom practice, interviews) and quantitative data (pre- and post-tests, questionnaire).
Results/Contributions

First, English teachers regarded design thinking instruction as problem-based learning. Secondly, English teachers considered their design thinking instruction as effective, because they endeavored to create authentic contexts relevant to their learners and employ group discussion and oral presentations. Thirdly, English teachers regarded leading learners to discuss for solutions and foster their critical thinking, learners’ limited English abilities, and time constraints as the biggest challenges.

Keywords
authentic contextscollaborative lesson planningcurriculum developmentdesign thinkingproblem-based learning
References
1. https://designcreativetech.utexas.edu/des ign-thinking-has-pedagogy-problem- way-forward

Schell, J. (2018). Design thinking has a pedagogy problem… and a way forward. Journal of Design and Creative Technologies.

Media Information
1. 無
Contact Information
簡靜雯
cwchien@mx.nthu.edu.tw