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Findings show teachers reference the design product implicitly, expecting students to discover the process structure and components.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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TU Delft, Netherlands  \nThijs Asselbergs, TU Delft, Netherlands  \nJeroen van Merrienboer, Maastricht University, Netherlands  \nEls Boshuizen, Netherlands, Open University, Netherlands & University of Turku, Finland  \nAbstract  \nThe purpose of the architectural design studio is that students learn to think and act like designers. However, communication between teachers and students seems to be problematic. Teachers barely seem to explain how designers work, which may be confusing for students. To learn professional reasoning processes and strategies, different teaching activities are involved, such as modelling, coaching, scaffolding, reflection, exploration and articulation. In the design studio it seems tradition that teachers only ask questions, while not articulating the design process.  \nThis paper focuses on the research question of whether teachers in architectural design education articulate the main ‘designerly’ actions and skills, performed by expert designers, and if so, to what extent and in which manner? To answer these questions video-recordings of 13 tutorial sessions are analysed with the help of an educational framework of five generic elements. The framework consists of the basic design process actions and skills, and is specifically developed as a vocabulary for making the design process explicit and to train students in the design process elements. The main conclusion is that teachers refer to the design product in an implicit way. They leave it to the students to discover the structure and components of the design process more or less by themselves.  \nKeywords  \ndesign process, generic elements, design education, design skills.  \nIntroduction  \n“One of the things that really bugs me about architectural education is that a lot of things are really implicit, remain under the surface and are not talked about.” This statement, made by a student, is quoted by Donald Schön (1987, p. 98) in his case-study of education in the design studio. Schön observes what happens in the studio and concludes, among  \nother things, that communication in the tutorial dialogue between teachers and students is problematic. For example, when Quist, the teacher in his case-study, tells the student she must ‘draw and draw’, he means that she must draw in the sense of experimenting, to discover consequences of different options. For students this might be unclear as for them drawing may refer to making a visual presentation only. Oxman (2001) refers to these phenomena in the design studio as “a neglect of attention to thinking in design as legitimate pedagogical content”.  \nHowever, the purpose of the architectural design studio is that students learn to think and act like a designer. They must acquire habits and patterns which are mostly used by experts implicitly. They have to learn ‘reasoning processes of professionals’ (Van Merriënboer and Kirschner, 2018) . Collins, Brown, and Holum (1991) coined the term cognitive apprenticeship in education to emphasise the (mostly underexposed) reasoning and strategies experts employ. To learn these processes of thinking adequately, different activities are involved. They distinguish modelling, coaching, scaffolding, articulation, reflection, and exploration as teaching activities.  \nIn this case study, the focus is particularly on articulation. Making the process of thinking explicit in the form of explaining and instructing, can help students in understanding ways to approach the design process and achieve adequate conceptualisations of the design process. For example, instead of the notion that designing is coming up with one single solution, students are confronted with the idea that designing is experimenting with different possible solutions and reflecting on them.  \nOur hypothesis is that teachers talk about the design process itself to only a limited extent, being tr","cbCaifYXMT3M3rPY","https://ap.wps.com/l/cbCaifYXMT3M3rPY","pdf",647569,22,"English","# Introduction\n# Design process and design education\n## Sense and myths","[{\"question\":\"What problem does the paper identify in architectural design education?\",\"answer\":\"Communication between teachers and students in the design studio is described as problematic, because teachers often do not articulate how designers work.\"},{\"question\":\"How does the study investigate whether teachers articulate designerly actions?\",\"answer\":\"It analyzes 13 video-recorded tutorial sessions using a framework of five generic elements representing core design process actions and skills.\"},{\"question\":\"What is the main conclusion about teachers’ articulation of the design process?\",\"answer\":\"Teachers refer to the design product in an implicit way, leaving students to discover the structure and components of the design process themselves.\"}]","The tacit design process in architectural design education - Paper | PDF",1792089682,55]