Asian Journal of Education and Social Studies

The present study investigates the distinctive contribution of design thinking towards the development of science education for 21^st century. Conceptual Analysis method was adopted for this study. The findings of the analysis showed that design thinking provides a human- centered, iterative approach that incorporates empathy ideation and prototyping in contrast to other thinking models like critical thinking, analytical thinking, systems thinking, logical thinking and creative thinking. This study supports inquiry- based learning, highlighting the potential of design thinking as a transformative pedagogical approach that promotes both cognitive and socio- emotional development. Using a comparative framework, the study illustrates the unique way in which design thinking solves difficult, ill- defined problems in science classrooms. While acknowledging implementation and assessment issues, this study shows pathways for incorporating design thinking in science education.