An exploration of foundational design thinking across educational domains

Cusens, Demelza and Byrd, Hugh (2013) An exploration of foundational design thinking across educational domains. Art, Design & Communication in Higher Education, 12 (2). pp. 229-245. ISSN 1474-273X

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To teach design effectively foundational design thinking needs to be understood. Treating the design process as a mysterious mental talent provides little scope for teaching the subject. This study explores the origin of designs and how experience impacts the sophistication of design ideas across educational domains. Secondary and tertiary students were given a common architectural brief and students’ outcomes were compared and contrasted to seek commonalities or differences in their approaches to solving design problems. Additionally, interviews were conducted with participants and a panel of design experts to further explore the students’ design practices. The results provide insight into design cognition from multiple viewpoints. We suggest that designs come from various forms of copying; metaphors, analogies and icons are used as preconceptions by which a design problem is understood. Moreover, experience had a direct link to expertise which is evident across educational domains.

Keywords:novice-expert comparisons, design process, iteration, architecture
Subjects:K Architecture, Building and Planning > K110 Architectural Design Theory
W Creative Arts and Design > W200 Design studies
X Education > X340 Academic studies in Tertiary Education
Divisions:College of Arts > School of Architecture & Design > School of Architecture & Design (Architecture)
ID Code:14678
Deposited On:12 Aug 2014 09:29

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