dc.contributor.author |
Haupt, Maria Margaretha Catharina (Grietjie)
|
|
dc.date.accessioned |
2015-11-12T07:40:11Z |
|
dc.date.issued |
2015-11 |
|
dc.description.abstract |
Empirical evidence on the way in which expert designers from different
domains cognitively connect their internal processes with external resources is presented in
the context of an extended cognition model. The article focuses briefly on the main trends
in the extended design cognition theory and in particular on recent trends in information
processing and embodiment theory. The aim of the paper is to reflect on the implications of
an understanding of expert design cognition as an extended system, which can account for
complexity and non-linearity in design thinking and problem-solving, for technology and
design education. This is achieved by showing the relevance of the cross-correlations and
the dynamics involved at the intersection of cognitive phases, intention-driven decision
making and embodiment principles of experts for novice education in technology and
design. It is argued that twentieth century one-sided approaches to design education no
longer adequately serve the needs of the twenty first century. It is further argued that a
combined information-processing ? embodiment approach may be the answer. The article
presents salient results of a case study using think-aloud-protocol studies in a quasiexperimental
format that was used as it has proven to be a central instrument yielding
scientific data in the cognitive science paradigm. Results suggested extended design
environments may be particularly well-suited to the mediation of design thinking. Finally,
based on these results, the article examines how educators can exploit the combined
approach to advance the making of connections between the inner and outer world in
design education. |
en_ZA |
dc.description.embargo |
2016-11-30 |
|
dc.description.librarian |
hb2015 |
en_ZA |
dc.description.uri |
http://www.springer.com/journal/10798 |
en_ZA |
dc.identifier.citation |
Haupt, MMC 2015, 'Learning from experts : fostering extended thinking in the early phases of the design process', International Journal of Technology and Design Education, vol. 254, no. 4, pp. 483-520. |
en_ZA |
dc.identifier.issn |
0957-7572 (print) |
|
dc.identifier.issn |
1573-1804 (online) |
|
dc.identifier.other |
10.1007/s10798-014-9295-7 |
|
dc.identifier.uri |
http://hdl.handle.net/2263/50431 |
|
dc.language.iso |
en |
en_ZA |
dc.publisher |
Springer |
en_ZA |
dc.rights |
© Springer Science+Business Media Dordrecht 2014. The original publication is available at : http://link.springer.comjournal/10798. |
en_ZA |
dc.subject |
Design cognition |
en_ZA |
dc.subject |
Expert |
en_ZA |
dc.subject |
Extended cognition |
en_ZA |
dc.subject |
Early phases |
en_ZA |
dc.subject |
Information processes |
en_ZA |
dc.subject |
Embodiment |
en_ZA |
dc.title |
Learning from experts : fostering extended thinking in the early phases of the design process |
en_ZA |
dc.type |
Postprint Article |
en_ZA |