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In the rapidly evolving landscape of artificial intelligence (AI), science education extends beyond the transmission of factual knowledge to include the cultivation of creativity, ethical reasoning, and adaptive problem-solving skills. The chapter explores the implementation of Design Thinking (DT) in pre-service science teacher education as a pedagogical strategy for addressing complex and ill-defined problems in classroom contexts. Through a structured, human-centered, and iterative approach, comprising empathy, problem definition, ideation, prototyping, and testing, pre-service teachers develop innovative, student-centered solutions that balance scientific rigor with social and ethical considerations. The chapter illustrates practical applications, including an example project focused on laboratory safety and supporting students’ understanding of experimental materials, demonstrating how DT processes enable learners to understand user needs, generate creative solutions, and evaluate interventions with iterative refinement.

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Design Thinking in Science Education: Preparing Pre-Service Teachers for Human-Centered Innovation in the Age of Artificial Intelligence

  • 章节

  • 发表日期：

    2026年

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  • Funda Ergulec,
  • Rahime Filiz Agmaz

摘要

In the rapidly evolving landscape of artificial intelligence (AI), science education extends beyond the transmission of factual knowledge to include the cultivation of creativity, ethical reasoning, and adaptive problem-solving skills. The chapter explores the implementation of Design Thinking (DT) in pre-service science teacher education as a pedagogical strategy for addressing complex and ill-defined problems in classroom contexts. Through a structured, human-centered, and iterative approach, comprising empathy, problem definition, ideation, prototyping, and testing, pre-service teachers develop innovative, student-centered solutions that balance scientific rigor with social and ethical considerations. The chapter illustrates practical applications, including an example project focused on laboratory safety and supporting students’ understanding of experimental materials, demonstrating how DT processes enable learners to understand user needs, generate creative solutions, and evaluate interventions with iterative refinement.