Skip to Main content Skip to Navigation
Journal articles

Modeling design studio pedagogy: A mentored reflective practice

Abstract : This paper explores the notion of mentored reflective practice to describe design studio pedagogy. Students learn how to design by doing design in the studio. Design critiques are a key element in design studio pedagogy as they capture a moment where students get feedback from their tutors on their designs. The research questions addressed concern the roles of each participant during design studio reviews and their interactions with design representations. The protocol analysis methodology and the Function Behavior Structure ontology are utilized to convey our case study analysis.
Document type :
Journal articles
Complete list of metadata

https://hal.archives-ouvertes.fr/hal-02872397
Contributor : Julie Milovanovic Connect in order to contact the contributor
Submitted on : Wednesday, June 17, 2020 - 6:03:13 PM
Last modification on : Wednesday, January 19, 2022 - 3:48:25 PM

Links full text

Identifiers

Collections

Citation

Julie Milovanovic, John Gero. Modeling design studio pedagogy: A mentored reflective practice. Proceedings of the Design Society: International Conference on Engineering Design, Cambridge University Press, 2020, 1, pp.1765-1774. ⟨10.1017/dsd.2020.118⟩. ⟨hal-02872397⟩

Share

Metrics

Les métriques sont temporairement indisponibles