Linkographic Evidence for Concurrent Divergent and Convergent Thinking in Creative Design

Purpose: This study examined the influence of simulation on flexible and reflective thinking in student teachers (STs), and appraised how they evaluate its potential contribution to teacher education programs. Method: Twenty-three Israeli physical education STs participated in a simulation course. They planned teaching-learning conflict scenarios, and served as actors or volunteers in these scenarios, which were filmed and discussed. Discussions were videotaped and transcribed. Content analyses were conducted on the discussions and the written reflections. Results: STs not only increased their flexible and reflective thinking, but they gained an understanding of how to do it independently. As they were learning how to be more open-minded, they were able to feel, think, and behave authentically, and to offer a variety of solutions regarding conflictual situations. Conclusion: STs developed flexible and reflective thinking, and widened their repertoire of behaviors that succeeded in integrating thoughts and feelings into learning-teaching situations.

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“…Both modes of reasoning are various combinations of attributes [26]. These two modes of reasoning are required for creativity [27].…”

Section: Introductionmentioning

confidence: 99%

Using Simulation to Develop Divergent and Reflective Thinking in Teacher Education

Zach

Ophir

2020

Sustainability

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“…As commented before, it is possible that students used the urban patterns more as an analytical tool to structure, inspect and judge their ideas and outcomes, than as a means to generate innovative ideas. In this sense, employing patterns for analysis and evaluation operations characterizes the design as a convergent activity [50]. As a result of this, the generation of novel solutions (characteristic in divergent design activities) was to a certain extent limited.…”

Section: Discussionmentioning

confidence: 99%

“…On the other hand, results from the regression analysis between the four factors and the evaluation by the urban designers indicated that the aesthetic value of the urban design corresponded to the 'analysis and evaluation of the design'. However, this variable had a negative contribution, suggesting that when used for convergence activities [50], design patterns may be detrimental to the development of aesthetic solutions.…”

Section: Discussionmentioning

confidence: 99%

The Use of Patterns as an Urban Design Approach

Casakin

2018

Urban Science

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Urban design is a complex problem-solving activity that commonly requires the aid of a variety of methods to support the process and enhance the quality of the outcomes. How to help designers with suitable methods to deal with ill-defined urban problems constitutes a major challenge in the urban design domain. In this regard, the use of urban design patterns is considered as a method that can contribute to urban design problem-solving. However, this tool was never investigated to understand its role in the task-related activities that take place during the design process by designers working in a team, and its influence on the creativity of the final design outcome as perceived by urban designers and students. Therefore, an empirical research based on a controlled experiment was carried out to explore the aid provided by design patterns during the conceptual stages of the process. Sixty-three master students working in teams of three were assigned a set of patterns to solve an urban design task. They were requested to use this material to produce as many creative conceptual solutions as possible. At the end of the sessions, they evaluated the creativity of their outcomes, and they completed a questionnaire about the aid afforded by the patterns. The solutions were also assessed by two independent urban designers. The study contributed to gain a better insight into the main design activities derived from the use of patterns as problem-solving tools and to unveil their contribution to urban design. The aid provided by the urban patterns was mainly concerned with task-related activities, and thereafter with team interactions. Overall, the use of patterns was seen to enhance the functionality of the design. Implications for design practice and design education are discussed.

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“…Designing is an inherently creative activity and a typical case of creative thinking (Goldschmidt 2014;Howard et al 2008). Throughout the whole design process there is a continuous shifting between divergent (DT) and convergent (CT) thinking, through which ideation and evaluation follow each other continuously (Finke et al 1992;Goldschmidt 2014Goldschmidt , 2016Isaksen et al 2010;Tassoul 2009). The terms 'DT' and 'CT' were first mentioned by Guilford in the 1950s (Guilford 1956(Guilford , 1962.…”

Section: Creative Thinking During Concept Developmentmentioning

confidence: 99%

“…When children work towards a creative output, creative thinking processes play an essential role. Creative thinking involves the continuous shifting between two cognitive processes: divergent (DT) and convergent (CT) thinking (Finke et al 1992;Goldschmidt 2014Goldschmidt , 2016. Ideation and evaluation will follow each other continuously.…”

Section: Introductionmentioning

confidence: 99%

Uncovering early indicators of fixation during the concept development stage of children’s design processes

Schut

Klapwijk

Gielen

et al. 2019

Int J Technol Des Educ

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In this paper, we explore the early indicators of design fixation occurring during the concept development stage of children's design processes. This type of fixation, which we named: concept fixation, causes a blind adherence to the current (possibly unfavourable) state of a design idea. Its occurrence hampers the creative thinking processes present in a design process, which in turn stagnates the development of initial design ideas into final designs. Until now, research on design fixation has mainly focussed on creative idea generation in the early phases of the design process through analysing (intermediate) design ideas and completed artefacts. However, children's fixation behaviours might be identified at an earlier moment through the conversations that take place in the classroom about their design ideas. To this end, we present a case study in which we explored early indicators of concept fixation of a group of 24 primary school children (ages 9-11) carrying out a co-design project. Fixation was observed through the manner in which the design teams responded to questions and comments from their peers and the client. Four categories of response behaviours indicating concept fixation emerged from the verbal data, namely: 'band-aids', 'already-in-there', 'question-not-relevant' and 'it's-not-possible'. We expect that the indicators will be helpful in identifying concept fixation during the design process, especially in an educational context. The process of identification of fixation, and reflecting on it, creates awareness. This is considered as an important step by professional designers towards guarding oneself from fixation episodes in future projects, and thus being more creative.A. Schut et al.

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Linkographic Evidence for Concurrent Divergent and Convergent Thinking in Creative Design

Cited by 145 publications

References 27 publications

Using Simulation to Develop Divergent and Reflective Thinking in Teacher Education

Using Simulation to Develop Divergent and Reflective Thinking in Teacher Education

The Use of Patterns as an Urban Design Approach

Uncovering early indicators of fixation during the concept development stage of children’s design processes

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