Locating writing in design education as a pedagogical asset


Gelmez K., Tufek T. E.

DESIGN JOURNAL, cilt.25, sa.4, ss.675-695, 2022 (AHCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 25 Sayı: 4
  • Basım Tarihi: 2022
  • Doi Numarası: 10.1080/14606925.2022.2088174
  • Dergi Adı: DESIGN JOURNAL
  • Derginin Tarandığı İndeksler: Arts and Humanities Citation Index (AHCI), Scopus, IBZ Online, ABI/INFORM, Art Source, Design & Applied Arts Index
  • Sayfa Sayıları: ss.675-695
  • Anahtar Kelimeler: design pedagogy, design education, writing, reflection, PROFESSIONAL IDENTITY, ENGINEERING DESIGN, TO-LEARN, REFLECTION, STUDENTS, ART
  • İstanbul Teknik Üniversitesi Adresli: Evet

Özet

In pursuit of constructivist learning, design education can benefit from various methods, tools and applications that directly influence learners' design processes. In this sense, writing has become prominent as a learning and teaching tool with the attention of both design teachers and design researchers. However, there is no particular study addressing a comprehensive characterization of writing-related studies in design education within the existing literature. Through this scoping literature review, we sought answers about how writing serves as a pedagogical vehicle in design education. To achieve this, we extracted and identified studies in design education literature with three categories; conceptual and empirical studies, as well as instructional cases. Thematic analysis revealed four major themes with 18 sub-themes in which writing can render the design education discourse. Briefly, through a wide range of writing formats, writing can promote processes, develop skills, utilize tools and deal with issues regarding design.