Developing effective argumentation skills is a critical objective in contemporary education, particularly as global changes demand strong critical thinking, problem-solving, and communication competencies. In fields such as science, technology, engineering, and mathematics (STEM), students are increasingly called upon to interpret data, evaluate competing explanations, and justify their findings, tasks that rely heavily on well-structured argumentation. This proposal investigates how the idea generation stage of the design thinking process can enhance these skills within secondary-level physics classes, preparing learners not only for immediate academic success but also for higher education and the 21st-century workforce.

Research Question:
How does the idea generation stage of the design thinking method contribute to the development of students’ argumentation skills in physics?       

Research Objective:
To determine how engaging students in structured, collaborative brainstorming leads to improvements in their ability to formulate logical arguments, back them with relevant evidence, and communicate persuasively. The study also explores key mechanisms, such as specific brainstorming techniques, peer interaction, and teacher facilitation that underpin the growth of argumentation skills. By focusing on physics education, the project aims to integrate theoretical concepts with hands-on experimentation, thereby illustrating how abstract laws of motion, energy, or electricity can be connected to tangible problem-solving scenarios.

This research is grounded in constructivist learning theories (Meyer, 2020) and inquiry-based approaches, which posit that active student participation is essential for deeper cognitive engagement. The design thinking framework encompasses six stages: Empathy, Focus (Problem Definition), Idea Generation, Prototyping, Testing, and Reflection (Langan & Gurowicz, 2018). While each stage contributes to a learner-cantered experience, the idea generation phase is especially pivotal because it compels students to propose creative solutions and defend them through dialogue, thereby reinforcing both creativity and logical argumentation (Brown, 2009; Driscoll & Gunn, 2016).

From a European and international perspective, the proposal aligns closely with the EU’s Key Competences for Lifelong Learning, which emphasise critical thinking, creativity, communication, and problem-solving as indispensable 21st-century skills. These competencies form the foundation of many European Commission policies aimed at preparing students to navigate a rapidly evolving, technology-driven society (Rosenfeld, 2017). By applying design thinking in physics, the project illustrates how these policy objectives can be realized in practice, offering a model that can be adapted across diverse cultural and curricular contexts (Brown & Coe, 2014). Beyond Europe, similar priorities exist worldwide, reflecting a broad consensus on the need for educational approaches that develop transferable skills and foster lifelong learning.

Initial findings provide compelling evidence of the method’s effectiveness. After the introduction of design thinking in grade 9, students consistently achieved 90–100% high-quality assignment completion in their final physics exams for grades 10 and 12. Many also excelled in national and international scientific competitions, subsequently securing university admissions in countries such as the USA, Germany, Hong Kong, and Abu Dhabi. These achievements underscore the transformative potential of a pedagogy that links active problem-solving with rigorous scientific inquiry. Notably, students reported greater confidence in articulating and defending their ideas, indicating that they not only mastered physics content but also internalized robust argumentation strategies.

Ultimately, the study offers a structured inquiry into how idea generation promotes argumentation within secondary-level physics. The insights gleaned can inform European and international educators seeking to integrate innovative, learner-cantered methods into their curricula, ensuring that future generations emerge with the critical thinking and problem-solving capabilities essential for success in both academic and professional arenas.

This study was conducted with two groups of 9th-grade students (N = 30), each comprising 15 learners. One group was taught through traditional instruction, while the experimental group engaged in a Design Thinking approach based on the five-stage model by Langan and Gurowicz (2018): Empathy, Definition, Ideation, Prototyping, and Testing. An additional Reflection stage was added to support metacognitive development. In the Empathy stage, students explored real-life physics problems—such as energy transfer and motion—through peer interviews and storytelling. This helped them connect abstract concepts to everyday experiences. During the Definition stage, learners worked with the teacher to formulate a clear, practical challenge, like designing a model to illustrate energy conservation. This stage emphasized focus, clarity, and goal-setting. In the Ideation stage, students brainstormed solutions in small groups using sticky notes, diagrams, and visual tools. They shared, discussed, and justified their ideas, which supported the development of argumentation skills through structured dialogue. The Prototyping stage involved creating physical models or setting up simple experiments based on selected ideas. During Testing, students evaluated their prototypes according to criteria such as feasibility and relevance. Peer and teacher feedback guided revision and refinement of both the models and the supporting arguments. An added Reflection stage allowed students to compare results with initial hypotheses. Group discussions encouraged critical thinking, self-assessment, and the articulation of reasoned opinions. To measure the development of argumentation skills, the study used five criteria: logic, structure, relevance of examples, clarity, and confidence. Pre- and post-tests were conducted using a 1-to-5 scale. Peer discussion and feedback sessions were integrated to build communication and critique skills. Quantitative results indicated notable improvement: logical reasoning rose from 67% to 83%, use of examples from 59% to 73%, and student confidence from 67% to 85%. The results showed a 43.3% increase in the quality of students’ argumentation after using Design Thinking. Pre- and post-implementation surveys also measured student engagement and interest. Results showed increased motivation and curiosity: • Interest in analysing problems: 67% → 83% • Enjoyment in problem-solving: 63% → 85% • Interest in independent learning: 63% → 82% Qualitative data from interviews confirmed gains in critical thinking, self-expression, and classroom engagement. Despite positive outcomes, the short duration limited long-term conclusions. Future research will expand scope and timeframe.

The integration of idea generation in physics lessons yielded notable improvements in students’ argumentation skills. They became more adept at presenting coherent arguments, justifying them with evidence, and engaging productively in peer discussions. Data from surveys corroborate this, showing increased interest in problem-solving, deeper engagement, and elevated self-reported confidence in communicating ideas. These gains translated into tangible academic achievements. Students who initially adopted design thinking in grade 9 went on to produce 90–100% high-quality assignments in their final physics exams. Their capacity to articulate scientific concepts compellingly also propelled them to success in national and international project competitions, resulting in offers from top universities worldwide (USA, Germany, Hong Kong, Abu Dhabi). Such outcomes underscore the long-range educational impact of fostering argumentation and creativity through design thinking. However, the research reveals areas for further refinement. Some learners needed differentiated strategies to feel comfortable contributing, pointing to the importance of inclusive lesson planning. The short time frame may limit the breadth of generalisations, making follow-up investigations crucial. Moreover, professional development for teachers emerged as a key factor, educators trained in design thinking could better facilitate idea generation, thereby maximizing participation and argumentation skill growth across the student body. In addition, synergy between design thinking and other core subjects, including mathematics, computer science, or language arts, may further amplify the benefits observed here. By encouraging interdisciplinary connections students can broaden their problem-solving repertoire. Ultimately, the study confirms that structured brainstorming within the design thinking cycle is a powerful driver of critical thinking and communicative competence, aligning with the EU Key Competences for Lifelong Learning. As such, it provides an adaptable model for European and international educational systems, supporting the integration of innovative, student-cantered pedagogy that strengthens both subject knowledge and essential transversal skills.

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