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dc.contributor.authorGero, John
dc.contributor.authorYu, Rongrong
dc.contributor.authorWells, John
dc.date.accessioned2019-07-03T12:40:36Z
dc.date.available2019-07-03T12:40:36Z
dc.date.issued2019
dc.identifier.issn2165-0349
dc.identifier.doi10.1080/21650349.2019.1628664
dc.identifier.urihttp://hdl.handle.net/10072/386065
dc.description.abstractThis paper presents results from a study exploring the relationship between design education and creative design cognition in high school students. Data from coded protocols of high school students with and without design education serve as the source. Audio/video recordings of student pairs engaged in a design task captured both their design approach and their concurrent design conversation. Following a verbal protocol methodology, videos were coded using the Function-Behaviour-Structure ontology coding scheme. This coding scheme was augmented by two further codes ‘new’ and ‘surprising’ as the basis for measuring design creativity. Results revealed significant differences between the two cohorts in creative design cognition, while no significant differences in general design cognition were found.
dc.description.peerreviewedYes
dc.languageEnglish
dc.language.isoeng
dc.publisherInforma UK Limited
dc.relation.ispartofpagefrom1
dc.relation.ispartofpageto17
dc.relation.ispartofjournalInternational Journal of Design Creativity and Innovation
dc.subject.fieldofresearchArchitecture
dc.subject.fieldofresearchDesign Practice and Management
dc.subject.fieldofresearchcode1201
dc.subject.fieldofresearchcode1203
dc.titleThe effect of design education on creative design cognition of high school students
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.hasfulltextNo Full Text
gro.griffith.authorYu, Rongrong


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