The scientific debate on how and why teach design thinking to non-design students is strongly evolving. However, literature shows a significant gap in defining which are the key elements to train and teach a specific aspect of the design thinking process: how to deal with design-based research. Which kind of pedagogical framework can be adopted to teach design research to non-design students? Which are the main enablers and barriers that students encounter while conducting a design-based research process? An exploratory inquiry on 70 students involved in a design studio placed in a Management Engineering Master Degree has been run to find answers to those questions. Results derived through the use of descriptive statistics show that students encounter a lot of difficulties in abstracting ideas from real situations. On the other side, what acts as an enabler is the possibility to work on a real project that provides the experience of learning by doing in a team.
How to teach design thinking to non design students: enablers and barriers to transfer design research practices.
G. Carella;M. Melazzini;X. Pei;C. Cautela;M. Mortati
2021-01-01
Abstract
The scientific debate on how and why teach design thinking to non-design students is strongly evolving. However, literature shows a significant gap in defining which are the key elements to train and teach a specific aspect of the design thinking process: how to deal with design-based research. Which kind of pedagogical framework can be adopted to teach design research to non-design students? Which are the main enablers and barriers that students encounter while conducting a design-based research process? An exploratory inquiry on 70 students involved in a design studio placed in a Management Engineering Master Degree has been run to find answers to those questions. Results derived through the use of descriptive statistics show that students encounter a lot of difficulties in abstracting ideas from real situations. On the other side, what acts as an enabler is the possibility to work on a real project that provides the experience of learning by doing in a team.File | Dimensione | Formato | |
---|---|---|---|
DC(s)_PROCEEDINGS_estratto.pdf
accesso aperto
Descrizione: Articolo completo
:
Publisher’s version
Dimensione
3.83 MB
Formato
Adobe PDF
|
3.83 MB | Adobe PDF | Visualizza/Apri |
I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.