Authors : Keshaw Kinkar; Meenakshi Ramuji Ingole

Volume/Issue : Volume 11 - 2026, Issue 2 - February

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Google Scholar : https://tinyurl.com/4zc3hr54

Scribd : https://tinyurl.com/3br47uwd

DOI : https://doi.org/10.38124/ijisrt/26feb1331

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

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Abstract : Design thinking is innovative pedagogy emerges to enhance creative problem solving skill. Design thinking pedagogy based on the user experience and cooperative learning. The objective of present research was to analyze a lesson plan rooted in the Design Thinking (DT) approach that fosters student comprehension, participation, and problem-solving in science education. The interpretative qualitative research methodology has been used to analyze the research questions. Data was collected from 40 middle school learners through observation and reflective journals of learners. Results show that participation of learners in the classroom enhances the science concepts. Moreover reflective journals reveal that design thinking pedagogy helps to develop the problem solving skill among students.

Keywords : Design Thinking, Science Education, Problem Solving.

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