Capitalizing on surprise and doubt in design experiences
Capitalizing on surprise and doubt in design experiences
复制标题
利用设计体验中的惊喜和怀疑
DOI：
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发表时间：
2018
期刊：
影响因子：
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通讯作者：
R. Adams
中科院分区：
文献类型：
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作者：
R. Aleong;C. Joslyn;R. Adams
在设计学习和实践中，由于设计本身的复杂性、模糊性和不确定性，惊讶和怀疑的感觉无处不在。对于设计学习者来说，以富有成效的方式参与惊喜和怀疑可能是一个挑战。对于设计教育工作者来说，在面临不确定性时构建支持学习者非建设性方式的学习环境也可能具有挑战性。为了支持学习者的发展和教育工作者的教学实践，我们引入变革性学习理论，并通过惊喜和怀疑的视角与设计活动建立联系。变革性学习理论强调学生参与批判性反思，挑战他们的信念和假设，并形成新的思维和存在方式。我们使用设计认知研究生学习课程的背景来说明如何将变革性学习理论作为一种利用惊喜和怀疑经验的方法。本文通过提供一种概念方法，让学生在设计学习和实践过程中有效地体验惊喜和怀疑的体验，从而为设计教学和学习做出贡献。
In design learning and practice, feelings of surprise and doubt are ubiquitous due to the inherent nature of design ascomplex, ambiguous, and uncertain. For design learners, engaging in surprise and doubt in a productive manner may be achallenge. For design educators, it may also be challenging to scaffold learning environments that support learners inconstructive ways when confronted with uncertainty. To support learners’ development and educators’ teaching practice,we introduce transformative learning theory and draw a connection to design activities through a lens of surprise anddoubt. Transformative learning theory emphasizes students’ engagement in critical reflection to challenge their beliefs andassumptions and formulate new ways of thinking and being. We use the context of a graduate learning course on designcognition to illustrate how transformative learning theory may be enacted as an approach for capitalizing on experiences ofsurprise and doubt. This paper contributes to design teaching and learning by providing a conceptual approach forproductively engaging in students’ experiences of surprise and doubt during design learning and practice.