Locating writing in design education as a pedagogical asset

Koray Gelmez*, Tuğçe Ecem Tüfek

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

3 Citations (Scopus)

Abstract

In pursuit of constructivist learning, design education can benefit from various methods, tools and applications that directly influence learners’ design processes. In this sense, writing has become prominent as a learning and teaching tool with the attention of both design teachers and design researchers. However, there is no particular study addressing a comprehensive characterization of writing-related studies in design education within the existing literature. Through this scoping literature review, we sought answers about how writing serves as a pedagogical vehicle in design education. To achieve this, we extracted and identified studies in design education literature with three categories; conceptual and empirical studies, as well as instructional cases. Thematic analysis revealed four major themes with 18 sub-themes in which writing can render the design education discourse. Briefly, through a wide range of writing formats, writing can promote processes, develop skills, utilize tools and deal with issues regarding design.

Original languageEnglish
Pages (from-to)675-695
Number of pages21
JournalDesign Journal
Volume25
Issue number4
DOIs
Publication statusPublished - 2022

Bibliographical note

Publisher Copyright:
© 2022 Informa UK Limited, trading as Taylor & Francis Group.

Funding

We would like to express our gratitude to the anonymous reviewers for their constructive comments on the first version of this paper. We also thank Pelin Efilti and Onur Yılmaz for their valuable contributions.

Keywords

  • design education
  • design pedagogy
  • reflection
  • writing

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