Inquiry-based learning approach for a systematically structured conceptual design process - Design project for disabled people

Oct 15, 2026

Uploaded by nayy☆

The document outlines an inquiry-based, structured conceptual design approach applied in Gazi University’s “Design for the Disabled” course (2019–2020). Fourteen students developed solutions to real-world accessibility problems while building professional competencies such as critical thinking, idea generation, and conceptual design skills. A conceptual design matrix guided their work through Data Collection, Primary/Secondary Analysis, Synthesis, Hypothesis, Preliminary Design, and Final Design, culminating in final presentations. Online instruction during the Covid-19 period enabled interdisciplinary critical processing, producing successful product and spatial solution concepts and new models.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages34

Reading Time1 h 26 min

AccessFree to download

Abstract

Introduction

Design process stages and the fuzzy front-end

Conceptual design and data-driven reasoning

Problem structuring and insight generation

Student inquiry activities in early design

Inquiry-based learning approach for a systematically structured conceptual design process: Design project for disabled people H. Güçlü YAVUZCAN, Gazi University, Turkey Özden SEVGÜL, Siirt University, Turkey Figen BEYHAN, Gazi University, Turkey Abstract With the projects implemented in the 'Design for the Disabled' course in Gazi University 2019- 2020 academic year, fourteen students are asked to develop solutions for the problems of disabled individuals, which is one of the real-world issues, while gaining professional knowledge such as critical thinking, idea generation and learning the conceptual design process. In addition, it is aimed to increase their learning motivation and interest in social design projects. It was learned that the students did not carry out a design project for disabled individuals in their previous projects. Throughout the semester, students developed their projects with a conceptual design matrix consisting of Data Collection, Primary Analysis, Secondary Analysis, Synthesis, Hypothesis, Preliminary Design and Final Design stages. Students were asked to present their projects at the Final Design stage. The course was conducted through online classes during the Covid-19 Pandemic for twelve weeks. Students are enabled to experience an interdisciplinary critical process. Thus, successful solutions and new models have been developed in projects in terms of product and space. Keywords Design for disabled, design education, fuzzy front-end design process, conceptual design process, design toolkit Introduction Industrial Design is a strategic problem-solving process (WDO, 2015) . While the scale and the scope of the problem changes, the design process (DP) does not, its stages progress as repetitive and cumulative. DP has descriptive steps and encourages an informed systematic decision-making approach by avoiding intuitive interaction (Leon and Laing, 2014) . There are many different types of the DP, and they all contain analyses, synthesis, creation, and evaluation (Zimmerman [et.al](et.al), 2011) . The early phase of the DP has more importance (Sanders, 2005) activities where problems and opportunities are defined (Cagan et al., 2002; Wormald, 2011; Sanders and Stappers, 2012) . In the late design phase, ideas turn into prototypes and into products. Both phases require different content and format research (Sanders, 2005) . Educators and researchers are looking for new methods to use in the early phase of the DP (Sanders, 2005) . Much of the research conducted by designers and anthropologists since the early 1980s for the benefit of the product development industry has been related to the early design phase (Cagan et al., 2002; Wormald, 2011) . The early phase of the DP is described as fuzzy front-end, as the DP and issues are illdefined and not structured (Deschamps and Nayak 1995) . The activities in the early and late phases of the design are different. The late design requires the use of technical tools to solve well-defined problems in terms of form or structure. Conceptual design process, which is the early phase of design, is about developing new solutions and ideas. The conceptual process begins with questions and temporary design features and continues with synthesis. Good conceptual design (CD) stands for innovation, and it occurs when an innovative design consciously tries to create a design. In other words, it is the process of establishing relationships between sub-functions of design to achieve the design goal and objective through a chain of reasoning (Sturges [et.al](et.al), 1993) . Correct data is needed to establish the relationships in problem-solving. Enhancing research in the early DP enables the creation of consistent cause-effect relationship between the design problem and its solutions, and increases the design quality (Payne, 2013) . Archer (1965) states that in DP, creativity is the basic connection which is established in between the design idea an

FAQs

What learning approach does the course use to guide conceptual design?

It applies an inquiry-based learning approach with a systematically structured conceptual design process, using a staged conceptual design matrix to lead students from research to final design.

How did students structure their work across the semester?

Students followed stages including Data Collection, Primary Analysis, Secondary Analysis, Synthesis, Hypothesis, Preliminary Design, and Final Design, and presented outcomes in the Final Design stage.

What outcomes were targeted for students and projects?

The approach aimed to increase learning motivation and interest in social design projects, enabling interdisciplinary critical processing and generating successful solutions and new models in product and space.

Oct 15, 2026

Uploaded by nayy☆