Capitalizing on surprise and doubt in design experiences

• Autores: Richard J. Aleong, Cole Joslyn, Robin S. Adams
• Localización: The International journal of engineering education, ISSN-e 0949-149X, Vol. 34, no. Extra 2 (Parte B), 2018, págs. 558-566
• Idioma: inglés
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• Resumen

  • In design learning and practice, feelings of surprise and doubt are ubiquitous due to the inherent nature of design ascomplex, ambiguous, and uncertain. For design learners, engaging in surprise and doubt in a productive manner may be achallenge. For design educators, it may also be challenging to scaffold learning environments that support learners inconstructive ways when confronted with uncertainty. To support learners’ development and educators’ teaching practice,we introduce transformative learning theory and draw a connection to design activities through a lens of surprise anddoubt. Transformative learning theory emphasizes students’ engagement in critical reflection to challenge their beliefs andassumptions and formulate new ways of thinking and being. We use the context of a graduate learning course on designcognition to illustrate how transformative learning theory may be enacted as an approach for capitalizing on experiences ofsurprise and doubt. This paper contributes to design teaching and learning by providing a conceptual approach forproductively engaging in students’ experiences of surprise and doubt during design learning and practice.