How to learn to be creative in design: Architecture students’ perceptions of design, design process, design learning, and their transformations throughout their education

Taneri, Batuhan; Doğan, Fehmi

doi:10.1016/j.tsc.2020.100781

Cited by 23 publications

(10 citation statements)

References 37 publications

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“…The learning-by-doing educational approach has an implicit emphasis on informal learning [41], while transformative learning focuses on personal attributes [48]. From our findings, five areas were identified in which learning transformation occurred: the premises for design decisions, the role of the profession, confirmation of prior learning aspects, the design process, and interdisciplinary importance.…”

Section: Professional Relevance Of Self-reported Transformationmentioning

confidence: 86%

“…However, planning and design guidelines do not manifest during experience; they must be inferred through questioning preconceptions and critical reflection on the consequences of action [30]. For this reason, live projects and experiential learning for designers have been criticized for diminishing creativity when a reflective process is absent [41,42]. Live projects can also hinder problem-solving abilities if insufficient guidance is given to participants [43], while the project and outcomes are harder to control and predict, entailing greater risks for educators [30].…”

Section: Introductionmentioning

confidence: 99%

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Using “Live” Public Sector Projects in Design Teaching to Transform Urban Green Infrastructure in South Africa

Breed

Mehrtens

2021

Land

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Urban green infrastructure is not acknowledged in the Global South for the critical social and ecological functions it can provide. Contextual design solutions and innovative approaches are urgently needed to transform the status quo. University-local government collaboration could be a way to encourage new thinking, new roles and design skills to develop solutions to these complex problems. This paper presents a case study analysis of such a collaboration. Qualitative research was conducted to establish the degree to which the exposure to real-life projects stimulates postgraduate design students’ transformative learning. The researchers also inquired into the benefits of the collaboration for the municipality. The participants’ reflections were recorded by means of anonymous questionnaires. The findings show that the live project created a municipal setting for seeking alternative solutions in design processes and outcomes. For the students, the project created rich social dynamics and an interplay of familiarity and uncertainty, which aided transformative learning. The students’ deeper learning indicates greater social empathy, reconsidering the role of the profession, greater design process flexibility, and learning and valuing skills across disciplines. The findings hold promise for a more just and sustainable future built environment through collaborations that transform the design professionals involved, the outcomes they pursue, and the processes they follow.

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Section: Professional Relevance Of Self-reported Transformationmentioning

confidence: 86%

Section: Introductionmentioning

confidence: 99%

Using “Live” Public Sector Projects in Design Teaching to Transform Urban Green Infrastructure in South Africa

Breed

Mehrtens

2021

Land

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“…A creatively learning environment positively impacts students, where students are free to give their perceptions in an original, flexible, imaginative, and unprocedural manner [49]. Capron Puozzo & Audrin, 2021; and Taneri & Dogan (2021) stated that learning designed to increase students' creativity by self-regulation during the learning process to find new ideas could provide creative results and a better understanding of the material [21], [50]. The studies above have not proven the impact of the SRL strategy implementation for teaching mathematics creatively, especially for secondary school students.…”

Section: Srl Strategy In Creatively Mathematics Learningmentioning

confidence: 99%

Self-Regulated Learning for Creative Mathematics Teaching to Secondary School Students through Mobile E-Learning Applications

Hidajat

2022

Int. J. Interact. Mob. Technol.

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This study aims to determine the effect of self-regulated learning (SRL) on students' mathematical creativity through the "zoom" mobile e-learning application. SRL is learning that refers to activities to control and regulate the learning process independently of students to find creative ideas. This quantitative research uses a quasi-experiment approach. Participants in this study were 53 students at a secondary school in Malang, Indonesia. Participants were divided into two groups, namely 26 students in the experiment group and 27 students in the control group—grouping based on the purposive random sampling technique. The design of this study used a Nonequivalent Pre-Test and Post-test Control-Group design because the implementation of SRL was only for the experiment group, but both groups carried out pre-test and post-test. The data analysis technique used paired T-test analysis to compare and identify students' creativity from the experiment and control groups. Data analysis using the SPSS 23 application. The results showed that students' creativity in the experiment group was higher than in the control group. In the experiment group, students provided many creative solutions for various shapes of cube nets. This research will provide educators with suggestions to consider implementing SRL strategies to increase students' creativity in “Zoom” e-learning applications.

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“…Pese a las limitaciones de esta investigación, los resultados siguen la línea de investigaciones similares con resultados muy interesantes (Hosseini, 2011;Rodgers y Jones, 2017;Taneri y Dogan, 2021). La investigación sobre creatividad no se está dando únicamente en diseño o arquitectura si no en otros campos como la medicina (Chan, 2013;Ku, 2015).…”

Section: Limitaciones De La Investigaciónunclassified

Percepciones sobre la creatividad en el Grado de Arquitectura

Gros¹,

López²

2021

IX Jornadas Sobre Innovación Docente en Arquitectura (JIDA'21), Escuela Técnica Superior De Arquitectura De Valladolid, 11 Y 12

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In a world dominated by standardization, the future of humanity depends on educating creative people. An original, useful and valuable idea cannot be obtained through standardized processes or an internet search. This communication collects the results of an investigation carried out with focus groups, consisting of two groups of students (Junior and Senior) and a group of teachers, from the Architecture Degree at San Jorge University. The research aim was to learn about the participant’s percetions about creativity and discover what attitudes and methods encourage or impede its development. Open questions about the topic were posed to rise discussions among participants. Afterwards, the dialogues were analyzed according to the three keys to developing creativity in the classroom proposed by Robert Sternberg: generating opportunities, fostering creativity and rewarding thecreative effort. En un mundo dominado por la estandarización, el futuro de la humanidad depende de educar personas creativas. Una idea original, útil y con valor, no se puede obtener mediante procesos estandarizados ni una búsqueda en internet. Esta comunicación recoge los resultados de una investigación mediante grupos focales, realizada con dos grupos de estudiantes (Junior y Senior) y un grupo de docentes, del Grado de Arquitectura de la Universidad San Jorge. El objetivo de la investigación era conocer las percepciones que los participantes tienen sobre la creatividad y descubrir qué actitudes y métodos fomentan o impiden el desarrollo de ésta. Se plantearon preguntas abiertas sobre el tema para generar diálogo entre los participantes. Posteriormente se analizaron las respuestas según las tres claves para desarrollar la creatividad en el aula propuestas por Robert Sternberg: generar oportunidades, fomentar la creatividad y recompensar el esfuerzo creativo.

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How to learn to be creative in design: Architecture students’ perceptions of design, design process, design learning, and their transformations throughout their education

Cited by 23 publications

References 37 publications

Using “Live” Public Sector Projects in Design Teaching to Transform Urban Green Infrastructure in South Africa

Using “Live” Public Sector Projects in Design Teaching to Transform Urban Green Infrastructure in South Africa

Self-Regulated Learning for Creative Mathematics Teaching to Secondary School Students through Mobile E-Learning Applications

Percepciones sobre la creatividad en el Grado de Arquitectura

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