Design Knowing and Learning

Cognition in Design Education

C. Eastman, W. Newstetter, M. McCracken (Herausgeber)

Buch | Hardcover

328 Seiten

2001
Elsevier Science Ltd (Verlag)
9780080438689 (ISBN)

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Wide aspects of a university education address design: the conceptualization, planning and implementation of man-made artifacts. This book is premised on the belief that design education based on a cognitive science approach can lead to improvements in the effectiveness of university design courses and to the future capabilities of designers.

Wide aspects of a university education address design: the conceptualization, planning and implementation of man-made artifacts. All areas of engineering, parts of computer science and of course architecture and industrial design all claim to teach design. Yet the education of design tends ot follow tacit practices, without explicit assumptions, goals and processes. This book is premised on the belief that design education based on a cognitive science approach can lead to significant improvements in the effectiveness of university design courses and to the future capabilities of practicing designers. This applies to all professional areas of design. The book grew out of publications and a workshop focusing on design education. This volume attempts to outline a framework upon which new efforts in design education might be based. The book includes chapters dealing with six broad aspects of the study of design education: • Methodologies for undertaking studies of design learning • Longitudinal assessment of design learning • Methods and cases for assessing beginners, experts and special populations • Studies of important component processes • Structure of design knowledge • Design cognition in the classroom

http://usa.arch.gatech.edu/chuck/index~1.htmChuck Eastman's Home Page

Introduction: Bringing Design Knowledge and Learning Together (W.C. Newstetter et al.). Stalking Homo Faber: A Comparison of Research Strategies for Studying Design Behavior (D.L. Craig). Studying Engineering Design Learning: Four Verbal Protocol Studies (C.J. Atman, J. Turns). Novice Conceptions of Design: Implications for the Design of Learning Environments (W.C. Newstetter, W.M. McCracken). Design Cognition: Results from Protocol and Other Empirical Studies of Design Activity (N. Cross). Variants in Design Cognition (Ö. Akin). An Argument for Design Research á la Carte (C. Zimring, D.L. Craig). New Directions in Design Cognition: Studies of Representation and Recall (C. Eastman). Visual Analogy – A Strategy for Design Reasoning and Learning (G. Goldschmidt). Dissociation of Design Knowledge (V. Goel). Scenario-based Design: A Brief History and Rationale (J.M. Carroll). The Mind in Design: A conceptual Framework for Cognition in Design Education (R. Oxman). Design Knowing and Learning: A Socially Mediated Activity (L.L. Bucciarelli).

Erscheint lt. Verlag	8.2.2001
Verlagsort	Oxford
Sprache	englisch
Maße	156 x 234 mm
Gewicht	750 g
Themenwelt	Kunst / Musik / Theater ► Design / Innenarchitektur / Mode
	Sozialwissenschaften ► Pädagogik
	Technik
ISBN-13	9780080438689 / 9780080438689
Zustand	Neuware