[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-599940-105":59,"doc-detail-599940-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","childrens-responses-to-divergent-and-convergent-design-feedback","Children’s Responses to Divergent and Convergent Design Feedback","","Explores how divergent and convergent design feedback shapes responses among 24 novice designers aged 9–11 participating in a co-design project. Builds on earlier findings that feedback to primary school children does not reliably spark creative thinking, proposing that response patterns may depend on the preceding feedback type. Additional analysis indicates divergent feedback does not necessarily foster divergent thinking, while convergent feedback does not guarantee convergent thinking. Resistance toward feedback appears widespread, yet client and peer feedback can still support creativity through divergent thinking (DT) and convergent thinking (CT), with suggestions on implementation.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/childrens-responses-to-divergent-and-convergent-design-feedback/599940/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/childrens-responses-to-divergent-and-convergent-design-feedback/599940.png","ImageObject",300,407,{"name":92,"@type":93},"nayy☆","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the paper’s main focus regarding design feedback?","Question",{"text":112,"@type":113},"It examines the divergent versus convergent nature of design feedback and how young novice designers respond during critique moments in a co-design project.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why does the paper revisit an earlier study?",{"text":117,"@type":113},"It builds on prior results showing that feedback for primary school children does not always spark creative thinking, and tests whether response behavior is influenced by the preceding feedback type.",{"name":119,"@type":110,"acceptedAnswer":120},"Do divergent and convergent feedback always lead to the expected thinking processes?",{"text":121,"@type":113},"No. The analysis shows divergent feedback does not necessarily promote divergent thinking, and convergent feedback does not necessarily promote convergent thinking.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},599940,1792161860,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090893153,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Children’s Responses to Divergent and Convergent Design Feedback  \nAlice Schut, Delft University of Technology, The Netherlands Remke Klapwijk, Delft University of Technology, The Netherlands Mathieu Gielen, Delft University of Technology, The Netherlands Marc de Vries, Delft University of Technology, The Netherlands  \nAbstract  \nIn this paper, we explore the divergent and convergent nature of design feedback and the various responses to this feedback from a group of 24 young novice designers (primary school children age 9-11) taking part in a co-design project. Earlier research emphasizes that feedback can encourage a designer to take divergent as well as convergent paths during their design process (Cardoso, Eris, Badke-schaub, & Aurisicchio, 2014; Yilmaz & Daly, 2014, 2016) . Yet our previous research shows, that feedback given to primary school children while designing does not always spark creative thinking (Schut, Klapwijk, Gielen, Van Doorn,& De Vries, 2019) . We presume that the responses we found might have been influenced by the type of feedback that preceded them. Therefore, we have elaborated on the results we’ve previously uncovered with an additional analysis of the same case study. This additional analysis shows that divergent feedback given by peers or a client will not necessarily promote divergent thinking processes, whereas convergent feedback will not necessarily promote convergent thinking. Furthermore, responses indicating resistance towards the feedback given were widespread. However, we believe that feedback from clients and peers can still be a fruitful strategy in learning to be creative and in promoting divergent thinking (DT) and convergent thinking (CT) and end with suggestions on how this might be achieved.  \nKeywords  \ndesign feedback, design fixation, convergent thinking, divergent thinking, creativity, D&T education  \nIntroduction  \nIn recent years, creativity is progressively seen as a skill of great value within the context of primary education. Design and technology-related subjects offer great opportunities forchildren to develop their creative abilities (Lewis, 2005, 2009; Rutland & Barlex, 2008; Thijs, Fisser, & Hoeven van der, 2014; Voogt & Roblin, 2012) and more and more focus is put on the importance of this provision in Design and Technology (Atkinson, 2000; Benson &  \nLawson, 2017; Benson & Lunt, 2011; Klapwijk & Holla, 2018; Lewis, 2005) . When designing, children are confronted with ill-structured problems, which are open ended in nature and solutions are not defined in advance (Dorst, 2003; Lewis, 2005) . This means that no one‘right’ answer exists and they therefore need to resort to creative thought processes to generate and develop solutions (Lewis, 2009) .  \nYet behaving creatively does not always come naturally to children. For example, it is known that the occurrence of design fixation – a sort of block in creative thinking processes – can hamper the generation and development of creative solutions by driving the children to think along the path-of-least resistance and leaving them fixated on certain aspects of their design (Luo, 2015; McLellan & Nicholl, 2009; Nicholl & Mclellan, 2007; Schut et al., 2019) . It appears that there is a need to help the children identify and understand the obstacles in their creative thinking and help them move forward in their creative process.  \nIt is commonly thought that receiving design feedback from others is one of the factors that can benefit the creative design process greatly (Crilly 2015) . Design feedback can help guide the creative thinking processes-divergent and convergent thinking-that are present in a design process. Design feedback can push towards convergence by suggesting evaluation, reflection and decision making. It can also push towards divergence by suggesting the exploration of alternatives. Yet, one may ask if the divergent or convergent nature of the feedback always elicits the expected responses and therefore push t","cbCaiarwPkMNW3Fy","https://ap.wps.com/l/cbCaiarwPkMNW3Fy","pdf",590648,23,"English","# Abstract\n# Introduction\n# Divergent and convergent thinking","[{\"question\":\"What is the paper’s main focus regarding design feedback?\",\"answer\":\"It examines the divergent versus convergent nature of design feedback and how young novice designers respond during critique moments in a co-design project.\"},{\"question\":\"Why does the paper revisit an earlier study?\",\"answer\":\"It builds on prior results showing that feedback for primary school children does not always spark creative thinking, and tests whether response behavior is influenced by the preceding feedback type.\"},{\"question\":\"Do divergent and convergent feedback always lead to the expected thinking processes?\",\"answer\":\"No. The analysis shows divergent feedback does not necessarily promote divergent thinking, and convergent feedback does not necessarily promote convergent thinking.\"}]","Children’s Responses to Divergent and Convergent Design Feedback | PDF",1792089727,58]