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• W83905188 abstract "Publisher Summary This introductory chapter suggests a structure for considering future work in a science of design learning, by focusing on methodology, longitudinal assessment of design learning, assessment of beginners, experts and special populations, important component processes, structure of design knowledge, and design cognition in the classroom. All work must be founded on clear methodological and paradigmatic assumptions. That is, all work that studies design assumes an underlying model of the process; the model identifies the activities or variables of importance. All assessments of design capability are based on certain assumptions—about the relation of process to product, about the goal of design education, and about the character of good design. By taking advantage of situations where the state of normal expert designers changes, or where unusual specialized training may have occurred, or by observing how children develop both good and bad conceptions about design processes, one can better understand the context of design learning and the mental context that supports it. The outcome of a science of design learning must be curriculum designs that are based on the knowledge gained about the state of students learning design and effective interventions that add to their knowledge and processes." @default.
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• W83905188 date "2001-01-01" @default.
• W83905188 modified "2023-09-27" @default.
• W83905188 title "Introduction" @default.
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• W83905188 doi "https://doi.org/10.1016/b978-008043868-9/50001-2" @default.
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