Design thinking should be promoted in the school setting since it is empirical to a student's overall growth of creativity. Although it can take numerous forms, design thinking can also be used in conjunction with digital technologies. In the end, design thinking is the urge to create something new that can combine a variety of information, skills, and behaviours (Nichols, 2022).
The six-block activity is a wonderful first activity for teaching design thinking since it challenges students' ability to solve problems and think of designs that meet the requirements. Students will be eager to be challenged when an exciting task like this is introduced, making it a fantastic gateway into the Sketchup application.
With the help of the internet tool Sketchup, anybody can express their creativity freely when making their own distinctive 3D models. Students can use SketchUp to express their general design while visualising, creating, and customising it. After teaching kids about 2D and 3D objects, Sketchup is a terrific tool for helping them retain their new knowledge. Due to its assistance in distinguishing between 2D and 3D figures, Sketchup can aid in the facilitation of acquired learning.
Produced by Giselle Tarimo
Sketchup is a great tool to aid students' understanding of 2D and 3D objects as it enables students to not only understand but gives them the opportunity to demonstrate their potential in this area. Giving students the tool of Sketchup gives them design and creative freedom which allows for them to be critical of their own work (Chen,2022). Design thinking skills are highly sought after in the workforce so promoting this within the education setting will be extremely beneficial for students' learning.
Despite the fact that there are many ways in which the application encourages digital innovation, Madeiro et al., study (2021) found that student satisfaction with the app was low. This was discovered to be a result of how manageable and complex this technology is overall, despite its ease of use. The fact that this study was conducted while COVID-19 was still having an impact on classrooms means that students were using the Sketchup programme at home.
REFERENCES:
Carmona-Medeiro, Antequera-Barroso, J. A., & Cardeñoso Domingo, J. M. (2021). Future teachers’ perception of the usefulness of SketchUp for understanding the space and geometry domain. Heliyon, 7(10), e08206–e08206. https://doi.org/10.1016/j.heliyon.2021.e08206
Chen, Cao, L., & Zhang, Y. (2022). Teachers as makers: How K-12 teachers design 3D making lessons for classroom teaching. Education and Information Technologies. https://doi.org/10.1007/s10639-022-11475-w
Nichols, Musofer, R., Fynes-Clinton, L., & Blundell, R. (2022). Design thinking and inquiry behaviours are co-constituted in a community of inquiry middle years’ science classroom context: Empirical evidence for design thinking and pragmatist inquiry interconnections. International Journal of Technology and Design Education, 32(5), 2527–2551. https://doi.org/10.1007/s10798-021-09711-4
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