MODELLING IMPLICATIONS IN DESIGN EDUCATION

Date

2026-2-13

Author

Gürkanlı, Cengiz Hakan

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This thesis investigates the pedagogical role of prototyping and reflective practice in industrial design education, focusing on intermediate-to-advanced level industrial design students. Adopting a qualitative, insight-driven methodology grounded in reflective practice and social constructivism, it triangulates data from student reflection reports, digital process documentation, and interviews with design educators, through a two-phase study. The first phase explores how iterative prototyping, collaborative engagement, and structured reflection contribute to deeper learning outcomes and metacognitive development in industrial design students with a course intervention. The second phase investigates tacit-knowledge, course design and conduct through expert interviews. The findings culminate in a proposed pedagogical framework for integrating reflective prototyping into design curricula, offering educators a practice-based model to enhance student agency, skill transfer, and critical design thinking.

Subject Keywords

Design Thinking, Model-making, Hybrid Prototyping, Design Education, Reflective Practice

URI

https://hdl.handle.net/11511/118803

Collections

Graduate School of Natural and Applied Sciences, Thesis