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연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
논문 기본 정보
- 자료유형
- 학술저널
- 저자정보
- 발행연도
- 2021.8
- 수록면
- 23 - 38 (16page)
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Background: Problem framing has been recognized as a creative step towards innovation, and as such, its capacity to restructure ill-defined problems is considered a core design practice. Since a key concern within design education is encouraging students’ ability to solve problems in a creative way, they are often requested to conduct problem-solving tasks in the design studio, as a way of achieving creative results. Unlike experienced designers who are adept at creating and embracing frames deliberately, students are often incapable of dealing with complex design problems. Thus, it is necessary to investigate problem framing activities amongst student design teams as a way of fostering creativity in design education.
Methods: In order to determine problem framing activities carried out by student design teams, an empirical study of high and low creative groups of students was designed, and a design problem-solving task was implemented. A protocol analysis method was deployed to uncover distinctive problem framing activities carried out by student design teams with respect to creativity.
Results: Based on the protocol analysis, the problem framing activities of six teams of high and low creative groups were identified, according to the following process. First, there was a presentation of how each group produced multiple frames, extracting diverse themes from the problematic situation. Second, how each group framed one of the specific problems in depth was described. Third, how each group built collective frames in cooperation with group members was discussed. Fourth, based on a comparative analysis of high and low creative groups’ problem framing activities, the distinctive features associated with creativity were identified. Fifth, educational insights for promoting creativity amongst student design teams were drawn.
Conclusions: This study is distinguished from previous studies on problem framing in design education in that it views problem framing as a critical practice to promote creativity. This study provides empirical evidence involving problem framing activities carried out by student design teams in relation to creativity. The results of this study are beneficial to educators and facilitators in creative professions, in their supply of a comprehensive understanding of the problem framing activities used by novice design teams to foster creativity.
Methods: In order to determine problem framing activities carried out by student design teams, an empirical study of high and low creative groups of students was designed, and a design problem-solving task was implemented. A protocol analysis method was deployed to uncover distinctive problem framing activities carried out by student design teams with respect to creativity.
Results: Based on the protocol analysis, the problem framing activities of six teams of high and low creative groups were identified, according to the following process. First, there was a presentation of how each group produced multiple frames, extracting diverse themes from the problematic situation. Second, how each group framed one of the specific problems in depth was described. Third, how each group built collective frames in cooperation with group members was discussed. Fourth, based on a comparative analysis of high and low creative groups’ problem framing activities, the distinctive features associated with creativity were identified. Fifth, educational insights for promoting creativity amongst student design teams were drawn.
Conclusions: This study is distinguished from previous studies on problem framing in design education in that it views problem framing as a critical practice to promote creativity. This study provides empirical evidence involving problem framing activities carried out by student design teams in relation to creativity. The results of this study are beneficial to educators and facilitators in creative professions, in their supply of a comprehensive understanding of the problem framing activities used by novice design teams to foster creativity.
목차
Abstract
1. Research background and purpose
2. Research focus
3. Methodology
4. Result
5. Discussion and Conclusion
References
참고문헌 (25)
참고문헌 신청
Basemer, S. P. / 1999 / Confirming the Three-Factor Creative Product Analysis Matirix Model in an American Sample / Creativity Research Journal 12(4):287~296
Buchanan, R. / 1992 / Wicked Problems in Design Thinking / Design Issues 8(2):5~21
Chan, D. W. / 2001 / Assessing Ideational Fluency in Primary Students in Hong Kong / Creativity Research Journal 13(3):259~365
Crismond, D. P. / 2012 / The Informed Design Teaching and Learning Matrix / Journal of Engineering Education 101(4):738~797
Cross, N. / 2004 / Expertise in Design : An Overview / Design Studies 25(5):427~441
Buchanan, R. / 1992 / Wicked Problems in Design Thinking / Design Issues 8(2):5~21
Chan, D. W. / 2001 / Assessing Ideational Fluency in Primary Students in Hong Kong / Creativity Research Journal 13(3):259~365
Crismond, D. P. / 2012 / The Informed Design Teaching and Learning Matrix / Journal of Engineering Education 101(4):738~797
Cross, N. / 2004 / Expertise in Design : An Overview / Design Studies 25(5):427~441
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