Development of the Design Thinking-based Learning Approach on the Design Thinking Approach to Promote Creativity and Innovation of Vocational Students about Nutrition in Daily Life

Abstract

This research aimed to 1) study the design thinking-based learning approach to promote creativity and innovation about nutrition in daily life and 2) study vocational students’ creativity and innovation through 4 spiral cycles of action research. The participants were 32 second-year students studying for vocational Education Certificate at a Vocational Institute in
Chainat province by purposive sampling. The research instruments consist of lesson plans, reflective journals, observation protocols, and student artifacts. Data were analyzed by content analysis and were verified using method triangulation.
The results showed that 1) the design thinking-based learning approach had five steps:1) empathy, 2) define, 3) ideate, 4) prototype, and 5) test. The application of the approach must be aware of choosing a problem situation that relates to the student’s daily life and using questions to connect the conditions and contents of nutrition. This helped students to
be able to analyze, develop and create a real piece of work concerned their future careers. Also, 2) most of the students had developed their creativity and innovation. In descending order, they achieved a high level of creative production and innovation, self-reflection, creative collaboration with others, design and customize ideas, and creating ideas.