Fostering Creative Cognition In Design Education: A Comparative Analysis Of Algorithmic And Heuristic Educational Methods In Basic Design Education

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Abstract

Design cognition studies have discovered several aspects of the design process so far, such as the characteristics of creative design (Eastman, 1969; 2001; Akin, 2001; Cross, 2001), cognitive processes and stages in the realization of the design process (Lawson, 1980; Cross, 2001; Wallas, 1926; Jansson et al., 1992), and the techniques that define the levels of creativity in creative design (Welling, 2007; Cross, 2001; Oxman, 2004). However, the impact of educational methods in the development of creativity and creative problem-solving ability in design has been examined by a limited number of studies (De Leeuw, 1983; Renki, Hilbert and Schworm, 2009; Ruscio and Amabile, 1999; Yang et al., 2016). Furthermore, the impact of algorithmic and heuristic educational methods in basic design education has not been studied as of yet.

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Ürey, Z. Ç. U. (2021). Fostering Creative Cognition In Design Education: A Comparative Analysis Of Algorithmic And Heuristic Educational Methods In Basic Design Education. Metu Journal of the Faculty of Architecture, 2021(1), 1–27. https://doi.org/10.4305/METU.JFA.2021.1.9

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