Creative design cognition differences between high school students with and without design education
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(Published version)
Date
2018
Authors
Gero, J.S.
Yu, R.
Wells, J.
Editors
Dekoninck, E.
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Conference paper
Citation
Proceedings of the International Conference on Engineering Design, ICED, 2018 / Dekoninck, E. (ed./s), pp.240-247
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The Fifth International Conference on Design Creativity (ICDC2018) (31 Jan 2018 - 1 Feb 2018 : Bath, UK)
Abstract
This paper presents results from a study exploring the relationship between design education and creative design cognition in high school students. Data from coded protocols of high school students with and without design education serve as the source. Audio/video recordings of student dyads engaged in a design task captured both their design approach and their concurrent design conversation. Using the verbal protocol methodology, videos were coded using the Function-Behaviour-Structure ontology. This coding scheme was augmented by two further codes “new” and “surprising” as the basis for measuring design creativity. Results revealed significant differences between the two cohorts in creative design cognition, while no significant differences in general design cognition were found.
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Copyright 2018 The author(s)