Design as a Mode of Inquiry in Design Pedagogy and Design Thinking

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Abstract

The aim of this paper is to provide a theoretical framework to strengthen
design thinking and practice in the context of teaching through productive
processes and using it to generate knowledge. The paper explores three
modes of inquiry inspired by Dewey (1938) and based on Schön (1983),
Barab and Squire (2003), and DiSalvo (2009) to investigate academic
inquiry in design pedagogy and design thinking. These three modes are
aimed at generating knowledge in three different areas: the design practice
(in order to be a good designer and create good designs), a given research
area, and societal issues. Based on empirical study from a design course at
Aalborg University, Copenhagen, where these three modes were taught,
we show the potential in using design processes as modes of academic
inquiry directed toward different subjects. By teaching the implication of
these modes of inquiry, students are provided with more opportunities for
action as design approaches include exploring the subject through
visualization and materialization, and the methods for knowledge
production are expanded.
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Detaljer

The aim of this paper is to provide a theoretical framework to strengthen
design thinking and practice in the context of teaching through productive
processes and using it to generate knowledge. The paper explores three
modes of inquiry inspired by Dewey (1938) and based on Schön (1983),
Barab and Squire (2003), and DiSalvo (2009) to investigate academic
inquiry in design pedagogy and design thinking. These three modes are
aimed at generating knowledge in three different areas: the design practice
(in order to be a good designer and create good designs), a given research
area, and societal issues. Based on empirical study from a design course at
Aalborg University, Copenhagen, where these three modes were taught,
we show the potential in using design processes as modes of academic
inquiry directed toward different subjects. By teaching the implication of
these modes of inquiry, students are provided with more opportunities for
action as design approaches include exploring the subject through
visualization and materialization, and the methods for knowledge
production are expanded.
OriginalsprogEngelsk
TidsskriftInternational Journal of Art and Design Education
StatusAccepteret/In press - 2018
PublikationsartForskning
Peer reviewJa

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