For example: instead of telling students to design a car which implies working within a defined framework, they are asked to solve a problem so as to express their creativity without restrictions. In that case, their task becomes to design a means by which actual people will be transported from one place to another. This gives them an opportunity for an out-of-the-box approach which unleashes their innovativeness and leads to major discoveries. 

Another important element of the Design Thinking and Problem Solving model is its emotional component. In other words, instead of solving problems for problems’ sake, students learn to solve problems for the needs of real or imaginary individuals. This way, they become engaged, emotionally invested and more focused. This is particularly important because the modern world is completely user-oriented, i.e. everything is aimed at making the world a better place for everyone. 

1. Empathy

This is often the most important stage that determines the extent of student interest and motivation. If carried out correctly, other stages are far easier. Concrete examples are used to arouse empathy. For example, during a mission to Mars, the spacecraft that was supposed to return the astronauts back to Earth broke down. The students’ task is to find a way to provide the crew with food and water while the craft is being repaired. Thanks to educational technology, children are able to see the astronauts’ faces, they get to know their names, and learn about their families and hobbies, thus forming an emotional attachment which increases their motivation to solve the problem and help these people.

2. Problem definition

After getting acquainted with the astronauts and their needs, students must clearly articulate the problem they need to solve. This is a very important step, because the proposed solutions directly depend on it. In other words, students need to take into account all the circumstances: time the astronauts have at their disposal, remaining food and water supplies, and the possibility of transferring additional food and water by means of special spacecraft and robots. 

3. Brainstorming

This is often the most enjoyable stage, because students enjoy proposing different solutions for a specific problem, and their imagination knows no boundaries. It is important to note that this is a group activity where students share their suggestions with one another. To make brainstorming successful, the following guidelines should be followed:

• avoiding judgment of other people’s opinions
• proposing as many different ideas as possible
• complementing other people’s ideas
• maximum creativity.   

4. Prototype

After agreeing about the solution they want to implement, students begin building a prototype. For example, using LEGO STEM building sets, students can build spacecraft for transporting tools to Mars, by using levers and gears, they can repair the damaged spacecraft, by programming mini robots, they can transport the necessary supplies to the crew, etc.

5. Testing

The teacher goes from one group to another, asking questions about the prototype to make sure the solution is functional and effective. Students often notice the defects of the proposed solution on their own during this stage, and fix the prototype.

6. Presenting the solution

Each team then has the task of presenting the solution they have come up with in an engaging, emotional and comprehensible way. This is the final stage that allows students to develop their skills of presentation, persuasive communication, and the ability to speak in front of a crowd.