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This paper presents a hypothesis about design education that is framed within and derived from cognitive theories of learning. The relevance of design thinking and cognitive approaches to the development of pedagogical approaches in design education is presented and discussed. A conceptual model...
While the primary objective of design education is essentially teaching how to design, the process of understanding a design product is another important and obvious goal of design education. Here, the aim is to find out how the capacity of the students to design relates to their capacity to...
This study explores concept generation in architectural design from a knowledge point of view. First, it considers different kinds of knowledge/ways of knowing underlying the generation of a meaningful concept, resulting in a framework which distinguishes between passive knowledge and active...
A challenge of design education is the question of how to help designers develop skills in design problem-solving. How can designers be taught to use relevant prior knowledge to solve new design problems? To answer this question we must know more about differences between experts and novices...
This paper focuses on predicaments that many students experience in the architecture design studio: situations in which they are stuck. `Stuckness' is discussed through examples based on data collected in a study conducted in 1997. In the investigation, students, faculty and recent graduates of...
In this paper we report the results of an in-depth study of engineering student approaches to an open-ended design problem. To do this, verbal protocols were collected from 26 freshman (first year) and 24 senior (fourth year) engineering students as they designed a playground for a fictitious...
Types and Instances is the conceptual paradigm of this course for teaching design with computers to architecture students which was devised at the ETH Zurich. The course was initiated in the academic year 1990/91. Since then, it has been offered each following Winter semester up to the academic...
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