Making the Design Process in Design Education Explicit: Two Exploratory Case Studies

Autor/inn/en	van Dooren, Elise; Boshuizen, Els; van Merriënboer, Jeroen; Asselbergs, Thijs; van Dorst, Machiel
Titel	Making the Design Process in Design Education Explicit: Two Exploratory Case Studies
Quelle	In: Design and Technology Education, 25 (2020) 1, (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-1431
Schlagwörter	Design; Case Studies; Teaching Methods; Guidelines; Student Attitudes; Self Efficacy; Intervention; Concept Formation; Masters Programs; Graduate Students; Architectural Education; Foreign Countries; Attitude Change; Teacher Attitudes; College Faculty; Undergraduate Students; Netherlands + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Teaching method; Lehrmethode; Unterrichtsmethode; Richtlinien; Schülerverhalten; Self-efficacy; Selbstwirksamkeit; Concept learning; Begriffsbildung; Magister course; Magisterstudiengang; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Ausland; Attitudinal change; Einstellungsänderung; Lehrerverhalten; Fakultät; Niederlande
Abstract	The aim of design education is that students learn to think and act like designers. However, the focus in the design studio is mainly on the design product, whereas the 'why and how' of the design process are barely addressed. A risk of learning by performing real-life tasks without addressing the skills involved, that is, without receiving appropriate support and guidance, is that learners are overwhelmed by the complexity of the tasks. To make the design process explicit, a conceptual framework is developed in earlier research. This paper reports a first evaluation how articulation of basic designerly1 skills with the help of a conceptual tool is perceived by students and teachers and whether it changes students' conceptions of the design process and their self-efficacy. In two exploratory case studies, questionnaires give insight. The first is a short intervention in which student's perception is measured. In the second case study the design process was addressed in the design studio. It measured changes in student's conceptions and self-efficacy. Also, insight is provided in teacher's perception of working with the framework. The results of these exploratory studies indicate a positive effect. The teachers involved perceived the framework as a structuring factor during the tutoring sessions, for both teacher and students. Students did perceive explanation of the design process as being helpful. A change in students' design conceptions and an increase in self-efficacy is seen. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01