The effectiveness of the design thinking teaching strategy on the problem solving ability of elementary school students in the course of thinking and research

Today, in the era of information and communication technology, strengthening and improving the ability of students to solve problems is of double importance. One of the educational methods in this field is the strategy of teaching design thinking. The present study was conducted with the aim of investigating the effectiveness of the design thinking teaching strategy on the problem solving ability of elementary school students in the academic year of 1402-1401. This research was conducted using a quasi-experimental method with a pre-test-post-test design and a control group. The statistical population included all the sixth grade male students of the elementary school in Rasht city, who were selected by the available sampling method, 20 people and randomly replaced in two experimental groups (10 people) and the control group (10 people). and they were evaluated by Long and Cassidy (1996) questionnaire. In order to analyze the data, descriptive statistics and inferential statistics were used, and covariance analysis was used to test the hypotheses. The findings of the research showed that the strategy of teaching design thinking to students had a significant effect on increasing the grades of the students of the experimental group compared to the control group and was effective in the problem solving ability of the students. According to the findings of the research, it is suggested that the strategy of teaching design thinking should be included in the curriculum of the elementary school, and in this context, training courses with the aim of empowering teachers and applying this strategy should be placed on the agenda of education. Today, in the era of information and communication technology, strengthening and improving the ability of students to solve problems is of double importance. One of the educational methods in this field is the strategy of teaching design thinking. The present study was conducted with the aim of investigating the effectiveness of the design thinking teaching strategy on the problem solving ability of elementary school students in the academic year of 1402-1401. This research was conducted using a quasi-experimental method with a pre-test-post-test design and a control group. The statistical population included all the sixth grade male students of the elementary school in Rasht city, who were selected by the available sampling method, 20 people and randomly replaced in two experimental groups (10 people) and the control group (10 people). and they were evaluated by Long and Cassidy (1996) questionnaire. In order to analyze the data, descriptive statistics and inferential statistics were used, and covariance analysis was used to test the hypotheses. The findings of the research showed that the strategy of teaching design thinking to students had a significant effect on increasing the grades of the students of the experimental group compared to the control group and was effective in the problem solving ability of the students. According to the findings of the research, it is suggested that the strategy of teaching design thinking should be included in the curriculum of the elementary school, and in this context, training courses with the aim of empowering teachers and applying this strategy should be placed on the agenda of education. Today, in the era of information and communication technology, strengthening and improving the ability of students to solve problems is of double importance. One of the educational methods in this field is the strategy of teaching design thinking. The present study was conducted with the aim of investigating the effectiveness of the design thinking teaching strategy on the problem solving ability of elementary school students in the academic year of 1402-1401. This research was conducted using a quasi-experimental method with a pre-test-post-test design and a control group. The statistical population included all the sixth grade male students of the elementary school in Rasht city, who were selected by the available sampling method, 20 people and randomly replaced in two experimental groups (10 people) and the control group (10 people). and they were evaluated by Long and Cassidy (1996) questionnaire. In order to analyze the data, descriptive statistics and inferential statistics were used, and covariance analysis was used to test the hypotheses. The findings of the research showed that the strategy of teaching design thinking to students had a significant effect on increasing the grades of the students of the experimental group compared to the control group and was effective in the problem solving ability of the students. According to the findings of the research, it is suggested that the strategy of teaching design thinking should be included in the curriculum of the elementary school, and in this context, training courses with the aim of empowering teachers and applying this strategy should be placed on the agenda of education. Today, in the era of information and communication technology, strengthening and improving the ability of students to solve problems is of double importance. One of the educational methods in this field is the strategy of teaching design thinking. The present study was conducted with the aim of investigating the effectiveness of the design thinking teaching strategy on the problem solving ability of elementary school students in the academic year of 1402-1401. This research was conducted using a quasi-experimental method with a pre-test-post-test design and a control group. The statistical population included all the sixth grade male students of the elementary school in Rasht city, who were selected by the available sampling method, 20 people and randomly replaced in two experimental groups (10 people) and the control group (10 people). and they were evaluated by Long and Cassidy (1996) questionnaire. In order to analyze the data, descriptive statistics and inferential statistics were used, and covariance analysis was used to test the hypotheses. The findings of the research showed that the strategy of teaching design thinking to students had a significant effect on increasing the grades of the students of the experimental group compared to the control group and was effective in the problem solving ability of the students. According to the findings of the research, it is suggested that the strategy of teaching design thinking should be included in the curriculum of the elementary school, and in this context, training courses with the aim of empowering teachers and applying this strategy should be placed on the agenda of education.