###### Abstract
As in this case it is harder and more complex to apply innovative methodologies based on the construction of learning by the students themselves, the choice is often a traditional teaching model. Usually, it is also the model that these students have already experienced at previous (unsuccessful) education levels, impacting on their motivation. This has a direct negative influence on the classroom climate, which suffers from the conflicts and problems of an unmotivated and uninterested group. In addition to this motivational and behavioral problem, the complexity of some subjects and concepts from the science and technology field may aggravate this negative situation. The study of any science subject does not only depend on the memorisation of concepts; it is essential to understand them in such a way as to be able to correctly apply the concepts learnt to practical exercises. If the motivation of the students is not adequate, or if even their attitude is disruptive, the complexity of the subject can be viewed as a barrier impossible to overcome. In an attempt to solve or at least mitigate these problems, this work is based on the Design Thinking (DT) working methodology [7], which is deeply related to PBL. It focuses on analysing an idea or problem in order to implement changes or improvements, or even generate and construct a solution, applying innovation and creativity. It is a process of innovation and, as such, a guideline of applied creativity. Therefore, its main characteristic is to encourage new ways of thinking while dealing with problems. It has been analysed and implemented in recent years in different educational levels, showing that DT can help students to become aware of their creative learning process, motivate them, facilitate cooperation and teamwork, and boost their creative skills [8]. Although it will be detailed in the following sections, DT, similarly to PBL, enables real and meaningful learning through visualisation, prototyping and testing, allowing the student to manipulate and experiment with real or simulated components, increasing their commitment and motivation. The students can obtain an academic experience that makes them feel that they advance and obtain the skills by their own effort. In addition, it tries to give the students the opportunity to decide over the learning process, selecting and organising part of the work, under the supervision of the teacher. This provides a base for the development of their motivation that reduces the absenteeism. The DT methodology is proposed for the teaching of computer science at different educational levels so as to increase the students' commitment and motivation, and avoid dropping out of school, especially in the first year of vocational education. This methodology involves practically oriented learning and has shown positive results in previous approaches [9; 10; 11]. In particular, DT is used to teach programming to three groups of students belonging to CSE and VE. The content to teach is mainly based on HTML, CSS, and JavaScript, which are explained and imparted in the context of wider robotics projects to increase interest [12]. In this sense, two different projects are considered: a simulated one based on a sensor network to localise and track a robot in a closed area for vocational education students, and an experimental one consisting of constructing a robot with several capabilities using Lego Mindstorms for compulsory secondary education students. These projects will serve as a base for more advanced projects in the subsequent courses. Therefore, the scope of the present work is to show the applicability and give an insight to the DT methodology to teach computer science subjects in vocational and compulsory secondary education. Based on this background the following research questions are formulated:  
Can the Design Thinking methodology be useful to impart computer science contents while increasing motivation and interest, and reducing the absenteeism, especially in vocational education?