The results indicate that the students were significantly more comfortable with solving engineering problems, even though other aspects of design thinking mindset (e.g., user empathy, collaboratively working with diversity, orientation toward learning, and creative confidence) were not significantly different. The Wilcoxon signed-rank test was used to analyse the quantitative data and a thematic analysis method was utilised for the qualitative data. The data were collected using a Likert-scale questionnaire before and after the design-based activity, in combination with classroom observations and focus group interviews with the students. Participants included 18 ninth-grade students in a small rural school. The purpose of this study is to examine the influence of a design-based activity on design thinking. However, little is known about whether students develop this kind of thinking and its mindset when engaging in design-based activities.
In this pedagogical process, design thinking is vital. This can be pedagogically accomplished via a design-based approach where students engage collaboratively in solving engineering problems using various domains of knowledge and skills. Science, technology, engineering, and mathematics (STEM) education, as an educational policy, provides opportunities for students to learn these disciplines in more integrated ways than traditional methods.
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