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Where what's in common mediates disciplinary diversity in design students: A shared pathway of intellectual development

机译:共同之处在于调解设计专业学生的学科多样性:智力发展的共享途径

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摘要

The purpose of this study was to explore intellectual development using the Perry scheme (1968). The authors present findings from a study involving 139 sophomore, junior, and senior architecture and interior design students who were empirically assessed on global and discipline-specific thought development using the Measure of Intellectual Development and the Measure of Designing. Supporting previous research, students were found in the positions of dualism and multiplicity with global thought development proving more advanced than design thinking. Regardless of disciplinary focus, students approached design process, production, and assessment similarly as evidenced in the qualitative data.
机译:本研究的目的是利用Perry计划(1968)探索智力发展。作者介绍了一项研究的发现,该研究涉及139名大二,初中和高级建筑与室内设计专业的学生,​​他们通过《智力发展测度》和《设计测度》对全球和特定学科的思想发展进行了经验评估。支持以前的研究,发现学生处于二元论和多样性中,而全球思想发展被证明比设计思想更为先进。不管纪律重点是什么,学生在定性数据中所采用的方法都与设计过程,生产和评估类似。

著录项

  • 来源
    《Design Studies》 |2012年第3期|p.237-261|共25页
  • 作者单位

    Department of Interior Design, College of Design, Construction and Planning, University of Florida, Gainesville, FL 32611, USA;

    Department of Interior Design, College of Design, Construction and Planning, University of Florida, Gainesville, FL 32611, USA;

  • 收录信息 美国《科学引文索引》(SCI);美国《工程索引》(EI);
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

    design education; design process; epistemology; interdisciplinarity; perry scheme;

    机译:设计教育;设计过程;认识论跨学科佩里方案;

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