An analysis of the design process under the cognition theory: Seven difficulties in the atelier
DOI:
https://doi.org/10.4013/arq.2011.72.06Abstract
The aim of this paper is to propose didactical procedures that allow students to convert their tacit knowledge into an explicit one, so that they can become more aware of their designing actions. In a complementary way, it proposes a definition of the role of experimentation and its influences in the decision-making process of design solutions in architecture. The object of analysis consists of the reports that resulted from students’ experiments for their final paper. The research was carried out between 2009 and 2010. On the basis of the development of the project, the systematic organization of the artifacts produced in practice and theoretical reflection, it was possible to identify the students’ cognitive actions, whose results made it possible to identify seven difficulties to be overcome for problem solving.
Key words: cognition, design process, experimentation, teachinglearning, final paper.
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