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Conceptual Model of Design Creativity: Fostering creative cognition in architecture and design pedagogy.

机译：设计创意的概念模型：在建筑和设计教学法中培养创意认知。

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摘要

Creativity in architecture and design disciplines is highly commended, considered essential in design processes, and regarded as invaluable to the prosperity and survival of design organizations. Creativity is also considered a vital learning outcome in architecture and design pedagogy. Many teachers strive to cultivate creativity in their students and consider it as essential for shaping successful architects and designers. This research proposes a Conceptual Model of Design Creativity. The purpose of the model is to articulate the constituents necessary for conceptualizing design creativity and creative design processes. The model also provides the means for understanding how creativity emerges and what is involved in fostering creative cognition in the context of design pedagogy for architecture and other design disciplines. The research also proposes a Design Creativity Cards tool. The purpose of the tool is to help design students stimulate cognitive mechanisms and styles associated with the production of creative results.;This research adopts a mixed-methods qualitative research approach for a cross-disciplinary synthesis of creativity research between the literature on creativity from cognitive psychology and neurocognitive science and the literature on architecture and design pedagogy and practice. The development of the Conceptual Model of Design Creativity was informed by an extensive and critically framed literature review. The model was also informed by insights from Grounded Theory analysis of published interviews and reflective writings of twenty creative individuals and organizations that identified influential elements of creativity in art, architecture, and design creative practice. The model informed the development of the Design Creativity Cards tool deployed in the empirical research. The cards were informed by creativity methods from cognitive psychology. The research employed both the tool and the model to frame the development of a design experimental study and the data analysis and findings.;The purpose of the design experimental study is to investigate the role of the Design Creativity Cards in stimulating creative cognition. The experiment was conducted with thirty-one undergraduate and master-graduate students from three architecture and design schools. Participants from each school were divided into control and experimental groups and were engaged in a simple design task. The experimental groups were introduced to the Design Creativity Cards in a preliminary workshop and were then asked to use the cards during the design task. The data collected were analyzed in relation to seven divergent thinking abilities; the seventh ability of "creative leap" emerged through analysis as a contribution from and of this research. The data were also analyzed in relation to the Conceptual Model of Design Creativity. The findings provide a proof of concept for the Conceptual Model of Design Creativity and the Design Creativity Cards tool that suggests support for their role in enhancing creative cognition.
机译：高度赞扬建筑和设计学科的创造力，它们在设计过程中被认为是必不可少的，并且被认为对设计组织的繁荣和生存至关重要。创意也被认为是建筑和设计教学法中至关重要的学习成果。许多老师都在努力培养学生的创造力，并认为这对于塑造成功的建筑师和设计师至关重要。这项研究提出了设计创造力的概念模型。该模型的目的是阐明概念化设计创意和创意设计过程所必需的要素。该模型还提供了一种手段，用于理解在建筑和其他设计学科的设计教育学背景下，创意是如何产生的以及促进创意认知的过程。该研究还提出了一种“设计创意卡片”工具。该工具的目的是帮助设计学生激发与创造成果产生相关的认知机制和风格。本研究采用混合方法定性研究方法，对跨学科综合的创造力研究进行了文献综述。心理学和神经认知科学以及有关建筑与设计的教学法和实践的文献。设计创意概念模型的发展受到广泛且严格框架的文献综述的启发。该模型还受益于扎根理论的洞察力，该理论来自对二十位富有创意的个人和组织的访谈和反思性著作的分析，这些著作和作品确定了艺术，建筑和设计创意实践中创造力的影响因素。该模型为实证研究中部署的设计创意卡工具的开发提供了信息。这些卡是通过认知心理学的创造力方法获得的。该研究使用工具和模型来框架设计实验研究的发展以及数据分析和发现。；设计实验研究的目的是研究设计创意卡在激发创意认知中的作用。实验是对来自三所建筑和设计学校的31名本科生和研究生进行的。每个学校的参与者分为对照组和实验组，并从事简单的设计任务。实验小组在一个初步的工作坊中被介绍给“设计创意卡”，然后被要求在设计任务中使用这些卡。分析收集到的数据与七种不同思维能力的关系；通过分析，“创造性飞跃”的第七种能力是本研究的贡献。还分析了有关设计创造力概念模型的数据。研究结果为设计创造力的概念模型和设计创造力卡工具提供了概念验证，表明了对它们在增强创造力认知中的作用的支持。

著录项

  • 作者

    Fakhra, Ahmad Jasem.;

  • 作者单位

    Illinois Institute of Technology.;

  • 授予单位 Illinois Institute of Technology.;
  • 学科 Architecture.;Psychology Cognitive.;Education General.
  • 学位 Ph.D.
  • 年度 2012
  • 页码 328 p.
  • 总页数 328
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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