Cognitive styles and student progression in architectural design education

Roberts, Andrew Simon

doi:10.1016/j.destud.2005.07.001

Cited by 50 publications

(44 citation statements)

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“…Bergum (1977) identified architecture students as more likely to be ''field independent'' (analytics) than business students. Roberts (2006) found first-year (freshman) analytic design students performed better than their intermediate and wholist peers during the early learning stage. Demirbas and Demirkan (2007) stated a similar opinion regarding gender differences in terms of semester academic Bold values denote highest mean/score among four groups performance scores, with male students performing better in engineering and technology courses and female students performing better in art and design courses.…”

Section: Discussionmentioning

confidence: 99%

“…In addition, individual cognitive styles and gender differences have both been identified as factors of influence in learning performance (Demirbas and Demirkan 2007;Okudan and Mohammed 2006;Roberts 2006). Okudan and Mohammed (2006) indicate that gender is associated with differences in learning methods, performance, specialties, and attitudes.…”

Section: Introductionmentioning

confidence: 99%

“…Many researchers have suggested that an individual's cognitive style may be relevant to their academic performance in the field of design (Roberts 2006;Yukhina 2007). Roberts (2006) indicated that architecture students associated with different cognitive styles performed differently in terms of overall academic performance.…”

Section: Introductionmentioning

confidence: 99%

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The relationship between individual characteristics and ideation behavior: an empirical study of storyboards

Teng

Cai

2014

Int J Technol Des Educ

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The development of digital technology tool and the progress of animation design activities have led to great progress in the animation field. The storyboard is a type of media used to present animator ideas. Therefore, it is commonly viewed as fundamental to the animation industry. This study aims to discuss cognitive style-and gender-based differences in word and image idea associations and how to create a story using word and image stimuli. Using a cognitive style index instrument, 104 university freshmen (48 males and 56 females) were classified into the four type groups of male analytic, male intuitive, female analytic, and female intuitive. Each participant was then asked to execute two design tasks: associate word and image ideas (ideational process) and develop a storyboard (ideational outcome). Four experts evaluated outcomes in terms of creativity, structure, and drawing skill. Results show that larger numbers of words and images correlate with good word and image ideas and that analytic females exhibited the greatest level of ideation and intuitive males exhibited the least.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The relationship between individual characteristics and ideation behavior: an empirical study of storyboards

Teng

Cai

2014

Int J Technol Des Educ

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“…For new students in architecture, a move to a system where the answers are uncertain, and the route to that endpoint ambiguous (Lawson, 1997) and not following any set methodology, may prove a frustrating and difficult challenge (Roberts, 2006).…”

Section: What Is the Specific Of The First Year Architectural Educationmentioning

confidence: 99%

The Difficulties of DESIGN TRAIN-ing

Kirci¹

2017

REMIE

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First year architecture students have difficulties to adapt to the new language of architectural discourse. This depends on the student's individual capabilities and adequacies as well as the department's methodology of teaching and the tutorstudent relationship. In respect of 1 st year design education, it has been thought that the opinions of the learners are an important source for feedbacks for the revision and improvement of education planning strategies of the teachers. This study, which has been based on ten departments of architecture in Turkey, has been formed to reveal these difficulties from the students' point of view by means of a survey. This survey consists of interpretative questions that are related to the pre-requisites of vocational education, difficulties in learning, the evaluation of students' comprehension of basic design principles and various difficulties of educational process. The subjects that the students struggle with have been identified at the end of the survey and then the suggestions of the students offering a solution for this issue have been passed on. Keywords Dificultades de la Formación en DiseñoNazan Kirci Gazi University ResumenLos estudiantes de primer año de arquitectura tienen dificultades para adaptarse al nuevo lenguaje del discurso arquitectónico. Esto depende de las capacidades y adecuaciones individuales del estudiante, así como de la metodología de enseñanza del departamento y de la relación tutor-alumno. En cuanto a la valoración de la formación del primer año en diseño, se han considerado las opiniones del alumnado como una fuente importante de retroalimentación para la revisión y mejora de las estrategias de planificación educativa del profesorado. Este estudio, que se ha basado en diez departamentos de arquitectura en Turquía, revela, las dificultades observadas desde el punto de vista de los estudiantes a través de una encuesta. Esta encuesta consiste en preguntas interpretativas que se relacionan con los requisitos previos de la formación profesional, las dificultades en el aprendizaje, la evaluación de la comprensión de los estudiantes de los principios básicos del diseño y las diversas dificultades del proceso educativo. Al final de la encuesta se identifican los temas con los que los estudiantes se enfrentan y se transmiten también las sugerencias que los estudiantes ofrecen como solución a este problema.Palabras clave: vocación, primer año de educación arquitectónica, diseño básico, dibujo técnico, propuestas de estudiantes 186 Kirci -The difficulties of DESIGN TRAIN-ing he main task of the 1st Year Education is to establish the concept of Design Thinking in the minds of the students. While the students try to adapt themselves to this line of thinking during the process they come across challenging and provocative practices. This study had been undertaken to determine what these challenges are from the point of view of the students.The term 'Design Thinking' has been part of the collective consciousness of design researchers since Rowe (1987) u...

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“…Several studies addressed students' learning styles and their possible influence on planning performance (e.g., [22][23][24]). Lusk and Kantrowitz [18] report on the assessment of the effectiveness of an introductory communication methods and professional practice studio to teach written, oral, graphic and integrated communication skills in brief reality based-team projects.…”

Section: Introductionmentioning

confidence: 99%

Teaching Scenario-Based Planning for Sustainable Landscape Development: An Evaluation of Learning Effects in the Cagliari Studio Workshop

et al. 2015

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This paper investigates the contributions of an intensive educational workshop to advance students' understanding and skills for collaborative, scenario-based landscape planning. The research design involves a case study workshop with thirty international students and several regional experts as well as a multi-stage, in-process evaluation. The workshop resulted in six different alternative futures for the region of Cagliari, Italy, and a seventh combined version that was considered best by regional reviewers. The students' learning evaluation showed substantial advances in their relevant understanding and skills. Key aspects of the workshop pedagogy and the evaluation are discussed, and recommendations for future applications presented.

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Cognitive styles and student progression in architectural design education

Cited by 50 publications

References 10 publications

The relationship between individual characteristics and ideation behavior: an empirical study of storyboards

The relationship between individual characteristics and ideation behavior: an empirical study of storyboards

The Difficulties of DESIGN TRAIN-ing

Teaching Scenario-Based Planning for Sustainable Landscape Development: An Evaluation of Learning Effects in the Cagliari Studio Workshop

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