Özet
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.
Orijinal dil | İngilizce |
---|---|
Sayfa (başlangıç-bitiş) | 675-695 |
Sayfa sayısı | 21 |
Dergi | Design Journal |
Hacim | 25 |
Basın numarası | 4 |
DOI'lar | |
Yayın durumu | Yayınlandı - 2022 |
Bibliyografik not
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Finansman
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.