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

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.