Syftet med denna undersökning är att undersöka hur cirkulär design kan bidra till en hållbar konsumtion inom förpackningsdesign. Frågorna var hur kan man skifta fokus från linjär till cirkulär design? Hur förhåller sig ett urval människor till hållbart konsumtion? Hur ser ett urval människors vardagliga konsumtion ut? Denna studie blev utformad kring tre metodistiska moment. Det första momentet gick ut på att se på design utifrån ett  “design thinking”-metodiskt perspektiv. Denna följs sedan av två kompletterande metodansatser, det vill säga de kvalitativa samtalsintervjuerna och de kvalitativa etnografiska observationerna. För att kunna applicera design thinking metodiken på ett verklighetsbaserat exempel så används Jordans “Green Clean Toothbrush.”I samtalsintervjuerna så användes en intervjuguide för att strukturera upp intervjuerna. I de etnografiska observationsstudierna så användes bilder användes som visual research för att skildra hur ett urval respondenternas vardagliga konsumtion egentligen såg ut.

This study sought to understand the knowledge, attitudes, and practices of teacher educators regarding Computational Thinking (CT) and coding. All elementary teacher educators in the state of Utah were sent a survey and asked to participate in a follow up interview. Twentynine faculty replied. Five of the 29 survey respondents were interviewed. Teacher educators shared their definitions of CT and coding, which primarily dealt with problem solving and computer programming, respectively. Overall attitudes were positive about incorporating CT and coding, but many participants questioned how it would fit into the already overwhelming nature of the elementary education major. However, those who were tasked with teaching educational technologies integrated it with other content areas. In future work, efforts should be made to clarify the expectations for preservice teachers on the part of the state and elementary teacher educators will need to be understood more fully in their roles as models and guides in using CT and coding in the future classrooms of these preservice teachers.

Critical thinking is an academically coveted skill important to all areas of education (Halpern, 1998). The ability to think critically requires an individual to question and possibly reject accepted ideals and authorities. A strong self-concept may play an important role in this process. The present study hypothesized a positive relationship between total self-concept and critical thinking ability. An additional purpose of this study was to explore whether self-concept accounted for more of the variance in critical thinking than other correlates of the ability, such as metacognition (Halpern, 1998; Magno, 2010) and openness to experience (Clifford, Boufal, & Kurtz, 2004). The hypothesis was supported; total self-concept significantly and positively correlated with the total score of critical thinking. Regression analyses revealed self-concept was a better predictor of critical thinking, accounting for 19.2% more variance in critical thinking than metacognition and openness to experience. Overall, the results suggest that nourishing students' self-concept may support their ability to think critically.

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