[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-599967-105":59,"doc-detail-599967-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","making-the-design-process-in-design-education-explicit-two-exploratory-case-studies","Making the design process in design education explicit - two exploratory case studies","","The paper examines how making the design process explicit in architectural design education supports students in learning to think and act like designers. It evaluates students’ and teachers’ perceptions of a conceptual framework that articulates basic designerly skills through two exploratory case studies using questionnaires. Results show a positive effect: teachers view the framework as a structuring factor during tutoring, and students find the explanation helpful, with increased self-efficacy and changed design conceptions.",{"@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/making-the-design-process-in-design-education-explicit-two-exploratory-case-studies/599967/",{"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/making-the-design-process-in-design-education-explicit-two-exploratory-case-studies/599967.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":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the paper address in design studio education?","Question",{"text":112,"@type":113},"It addresses the imbalance in which instruction focuses mainly on the design product, while the “why and how” of the design process is barely addressed.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How is the design process made explicit in this study?",{"text":117,"@type":113},"A conceptual generic framework is used, distinguishing five elements to explain and guide development of design skills across different design situations.",{"name":119,"@type":110,"acceptedAnswer":120},"What effects were observed from using the framework?",{"text":121,"@type":113},"The exploratory studies indicate positive effects: teachers perceived the framework as structuring tutoring sessions, and students perceived the explanations as helpful, with changes in design conceptions and increased self-efficacy.","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},599967,1792171807,{"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":34,"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","Making the design process in design education explicit: two exploratory case studies  \nElise van Dooren, Delft University of Technology, The Netherlands Els Boshuizen, Open University, The Netherlands & University of Turku, Finland Jeroen van Merriënboer, Maastricht University, The Netherlands  \nThijs Asselbergs, Delft University of Technology, The Netherlands Machiel van Dorst, Delft University of Technology, The Netherlands  \nAbstract  \nThe aim of design education is that students learn to think and act like designers. However, the focus in the design studio is mainly on the design product, whereas the ‘why and how’ of the design process are barely addressed. A risk of learning by performing real-life tasks without addressing the skills involved, that is, without receiving appropriate support and guidance, is that learners are overwhelmed by the complexity of the tasks.  \nTo make the design process explicit, a conceptual framework is developed in earlier research. This paper reports a first evaluation how articulation of basic designerly1 skills with the help of a conceptual tool is perceived by students and teachers and whether it changes students’conceptions of the design process and their self-efficacy. In two exploratory case studies, questionnaires give insight. The first is a short intervention in which student’s perception is measured. In the second case study the design process was addressed in the design studio. It measured changes in student’s conceptions and self-efficacy. Also, insight is provided in teacher’s perception of working with the framework.  \nThe results of these exploratory studies indicate a positive effect. The teachers involved perceived the framework as a structuring factor during the tutoring sessions, for both teacher and students. Students did perceive explanation of the design process as being helpful. A change in students’ design conceptions and an increase in self-efficacy is seen.  \nKey words  \nDesign process, generic elements, framework, design education, architectural design.  \nIntroduction  \nThe aim of design education is that students learn to think and act like designers; they have to acquire the reasoning processes of professionals (Collins, Brown, & Holum, 1991; Van Merriënboer & Kirschner, 2018) . For experienced professionals reasoning processes are not split up in separate steps. They constitute an undivided unity of automatic, unconscious actions based on common practice and routine, interspersed with conscious moments of reflection and exploration. For learners the complex, interwoven set of skills is (largely) unknown and unobservable. It has to be acquired by practicing while frequently doing ‘whole’  \n1 Cross, N.G. (2007) . Designerly ways of knowing. Basel, Boston, Berlin: Birkhauser.  \ntasks (Van Merrienboer & Kester, 2008) . To guide students in this ‘journey in the unknown’, it is helpful to address the design process explicitly.  \nHowever, in the architectural design studio 2 students seem to learn mostly by practicing design tasks without explicit articulation of the actions and skills involved. Research in architectural design education (Van Dooren et al., 2019) has shown that tutoring appears tobe primarily a matter of discussion on the level of the design product at hand. Teachers talk with students about all kinds of aspects involved in the design product in relatively detailed terms: such as the position of rooms, the form of the building, the view and the composition of the facade, and all other kind of aspects. If they refer to the design process, they do so almost solely as a kind of side remarks or footnotes. The ‘how and why’ of the basic design process are barely addressed.  \nA risk of learning by performing real-life tasks without addressing the skills involved, that is, without giving appropriate support and guidance, is that learners are overwhelmed by the complexity of the tasks (Van Merriënboer & Kirschner, 2018, Sweller, Van Merrienboer & Paas, 2019) . ","cbCainqOlHSMubmn","https://ap.wps.com/l/cbCainqOlHSMubmn","pdf",1162736,22,"English","# Abstract\n# Introduction\n## Design studio focus and challenges\n## Need for explicit articulation and support\n## Barriers to addressing the design process\n## The generic framework and its elements\n## Exploratory case studies and evaluation approach","[{\"question\":\"What problem does the paper address in design studio education?\",\"answer\":\"It addresses the imbalance in which instruction focuses mainly on the design product, while the “why and how” of the design process is barely addressed.\"},{\"question\":\"How is the design process made explicit in this study?\",\"answer\":\"A conceptual generic framework is used, distinguishing five elements to explain and guide development of design skills across different design situations.\"},{\"question\":\"What effects were observed from using the framework?\",\"answer\":\"The exploratory studies indicate positive effects: teachers perceived the framework as structuring tutoring sessions, and students perceived the explanations as helpful, with changes in design conceptions and increased self-efficacy.\"}]","Making the design process in design education explicit - two exploratory case studies | PDF",1792089779,55]