Design as Modes of Inquiry in Design Pedagogy

Stine Ejsing-Duun, Helle Marie Skovbjerg

Publikation: Bidrag til tidsskriftTidsskriftartikelForskningpeer review

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.
OriginalsprogEngelsk
TidsskriftInternational Journal of Art & Design Education
DOI
StatusUdgivet - 2018
Udgivet eksterntJa

Kunstnerisk udviklingsvirksomhed (KUV)

  • Nej

Citationsformater