Journal article
Modeling design studio pedagogy: A mentored reflective practice
Proceedings of the International Design Society, v 1, pp 1765-1774
May 2020
Abstract
This paper explores the notion of mentored reflective practice to describe design studio pedagogy. Students learn how to design by doing design in the studio. Design critiques are a key element in design studio pedagogy as they capture a moment where students get feedback from their tutors on their designs. The research questions addressed concern the roles of each participant during design studio reviews and their interactions with design representations. The protocol analysis methodology and the Function Behavior Structure ontology are utilized to convey our case study analysis.
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Details
- Title
- Modeling design studio pedagogy: A mentored reflective practice
- Creators
- Julie Milovanovic - AAU - Ambiances, Architectures, UrbanitésJohn Gero - University of North Carolina at Charlotte
- Publication Details
- Proceedings of the International Design Society, v 1, pp 1765-1774
- Publisher
- Cambridge University Press
- Number of pages
- 10
- Resource Type
- Journal article
- Language
- English
- Academic Unit
- Psychological and Brain Sciences (Psychology)
- Scopus ID
- 2-s2.0-85107606723
- Other Identifier
- 991022203051204721