Reflection on current practices is key to the transformation of teachers into reflexive practitioners. This study describes how design thinking was integrated in Schön's 'reflection in and on' model, to transform traditional teaching of Biology into constructivist learning. As a first step, the reflection model was used to identify limitations in the current practices of a teacher educator by analysing: (1) a critical incidence which took place during a practical biology lesson at undergraduate level; (2) students' voices through a focus group discussion; and (3) feedback of an assigned external observer. Analysis revealed that the teaching strategies, resources, and assessment strategies were mostly teacher-centred and do not provide enough opportunities for students' engagement and development of key scientific inquiry skills. To address the identified pedagogical limitations, this research work employed a case study methodology to showcase the efficiency of using the 'design thinking approach' as an underlying and alternative process to transform constructivist learning into action. The findings showed that the use of design thinking as a meta-disciplinary methodology allows the transformation of the constructivism theory into action and thus offers teacher educators the needed support through a formalised process to engage students in the learning of biology.