Tasarım Stüdyosu Eğitiminde Bilişsel Yetkinlik ve Yaratıcılık Süreçleri

Abstract

This study is a case-study about interior design studio aims to explain the creative thinking in design cognition. The focus of the study is to determine the similarities and differences between design students’ conceptual and formal interpretation processes. The implicit process of creative design and production provides important sources of procedural knowledge which are difficult to convey in studio. This structured knowledge supports creative ideation of the designer by determining the ways of using other domain specific knowledge. From this point of view, the study aims to explain designerly ways of thinking in context of design education. In this purpose, the concept of creativity is defined as an interdisciplinary act and models of creative cognition are investigated in the second chapter of the thesis. In the third chapter, which structured the research onto design cognition, the effects of cognitive approaches on design practice and design pedagogy are examined and cognitive models which are produced for design education are discussed. The fourth chapter includes the content, method and related data of the case study. Verbal and visual analyses of student works are explained in the fifth chapter. Along with the research, different idea interpretation and transformation strategies have been identified in the conceptual and formal processes of design and as a result, thinking structures of the designers are expressed in a multi-layered cognitive creativity model.