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Full-Text Articles in Education
Higher Order Thinking In Design Reviews, Craig D. Howard, Colin M. Gray
Higher Order Thinking In Design Reviews, Craig D. Howard, Colin M. Gray
Design Thinking Research Symposium
In this study we have grappled with how higher order thinking emerges in early stage design reviews, using an undergraduate dyadic review and a graduate review in a small group setting. Narratives, gambits and justifications emerged through a content analysis as forms of higher order thinking common in the reviews. We then mapped these reviews onto common frames of reference employed by teachers and students. Results depicted stark differences in the linguistic routines of the two teachers and two different sets of students. Each focused their higher order thinking from a primarily different frame of reference. Conclusions relate to opportunistic …
Making Design Pedagogical Content Knowledge Visible Within Design Reviews, Robin Adams, David Radcliffe, Tiago Forin, Mel Chua
Making Design Pedagogical Content Knowledge Visible Within Design Reviews, Robin Adams, David Radcliffe, Tiago Forin, Mel Chua
Design Thinking Research Symposium
Design pedagogical content knowledge (PCK) is the content-specific specialized teacher knowledge that connects the how (pedagogical knowledge) and what (content knowledge) of teaching design. In this study, we make visible the design PCK in three student design reviews: choreography, undergraduate industrial design, and mechanical engineering. We use cognitive apprenticeship and teaching-as-improvisation frameworks to characterize PK, and design judgment, design task strategies, and process management strategies to characterize CK. We identify and describe four patterns of design PCK: scaffolded articulation, driving for meaning and guidance, breaking the 4th wall to create a teaching moment, and “suggest don’t tell”. Theoretical implications …