Abstract
This longitudinal study is based on the reflective writing activities of students on the Basic Design I course in the Department of Industrial Product Design at Istanbul Technical University (ITU). Besides the cognitive, metacognitive and affective influence of reflective writing on design learning, this study is an attempt to seek answers to how design students respond to reflective writing in design curricula. The structure and content of the reflective writing in this study was inspired by writing-to-learn approaches. We analysed and discussed students’ remarks under common issues, and exemplified diary entries that are related to the act of writing. Based on the findings, the functions of reflective writing in the design studio were specified.
| Original language | English |
|---|---|
| Pages (from-to) | 177-197 |
| Number of pages | 21 |
| Journal | Art, Design and Communication in Higher Education |
| Volume | 17 |
| Issue number | 2 |
| DOIs | |
| Publication status | Published - 1 Oct 2018 |
Bibliographical note
Publisher Copyright:© 2018 Intellect Ltd Article.
Keywords
- Design education
- Design pedagogy
- Human-computer interaction (HCI)
- Industrial design
- Learning
- Reflective writing