Assessment of basic design course in terms of constructivist learning theory

Date

2012-05-04

Author

ARKÜN KOCADERE, SELAY
Özgen Koçyıldırım, Dalsu

Metadata

Show full item record

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Item Usage Stats

232
views

0
downloads

Design education is a process that allows multiple solutions and different points of views, where individuality in interpretation and expression are encouraged. Design courses take place in a studio environment where students deal actively with projects related to everyday life and evaluation is an indispensible part of learning. Due to its structure, design education appears to be compatible with constructivist learning theory. Basic Design is the common course of different design departments, which establishes the required foundation for any kind of professional design training. The purpose of this study is to analyze the Basic Design course from a constructivist point of view. (C) 2012 Published by Elsevier Ltd. Selection and/or peer review under responsibility of Prof. Ayse Cakir Ilhan

Subject Keywords

Design education, Constructivist learning theory, Constructivism, Basic design course

URI

https://hdl.handle.net/11511/37190

DOI

https://doi.org/10.1016/j.sbspro.2012.08.128

Collections

Department of Industrial Design, Conference / Seminar

Suggestions

OpenMETU
Core

Exploring futures with world building in design education: building and applying a theoretical model through action research Çağlar, Emre; Hasdoğan, Gülay Fatma; Department of Aerospace Engineering (2021-2-12) Design students are often engaged with future contexts, as design education encourages them to explore different contexts and understand the implications of their activities. These explorations are done in what is called a fuzzy front-end in design, which stands for the chaotic but fruitful early phase of a design process. There are different apporaches used by design students to conduct research and increase immersion into the context in this phase. Approaches such as design scenarios, make use of fictiona...
Evaluation of basic design education at METU department of industrial design Bayırlı, Ümit; Özgen Koçyıldırım, Dalsu; Department of Industrial Design (2015) Basic Design is a crucial course for design education. This course is offered in the first year to initiate students to the theory, practice and communication of design and to lay a basis on which more advanced and specialized knowledge will be gathered throughout the rest of their design education and careers. However, the course's results, influence in design education and methods of conduct receives many criticisms from students, educators, designers and researchers. Even though the course plays a foundi...
Learning by doing in the age of design computation Oezkar, Mine (2007-01-01) A design teaching approach of integrating the notions of design thinking and computing in the first year of architectural design education is introduced and discussed. The approach aims to enhance and bring up-to-date the educational practice of "learning by doing" in the first year foundations curriculum. In the studied example, the analytical phases of thinking in a simple design task are systematically and visually recorded. This documentation is incorporated to the design process as a means for the stud...
INTERACTION BETWEEN DESIGN STUDIO AND CURRICULUM COURSES: Bilkent University Case Turkkan, Elif E.; Basa, İnci; Gurel, Meltem O. (2010-09-01) A major aim of the design studio is to educate students to be well-equipped designers. To do so, a student should be able to grasp the divergent information of various courses and integrate that knowledge into their design problems. But are students aware of the emphasis placed on incorporating different curriculum courses into the design studio? Do they find it beneficial while developing a design project? To what extent do they think this integration has an impact on their success in the design studio and...
Opportunities to engage in STEM practices: Technology and design course Ubuz, Behiye (null; 2019-12-03) Technology and design courses hold a potential to contribute to the STEM agenda. In this study I seek to explore the nature of STEM education across the courses, particularly examining 7 th grade intended curriculum in Turkey in terms of engineering design process and knowledge base. By extensive examination and coding of learning outcomes together with explanation provided under each one I identified instances of engineering design process and knowledge by learning areas. 52 learning outcomes (27 with emph...

Citation Formats

S. ARKÜN KOCADERE and D. Özgen Koçyıldırım, “Assessment of basic design course in terms of constructivist learning theory,” 2012, vol. 51, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/37190.