Improving Design Understandings and Skills through Enhanced Metacognition: Reflective Design Journals.
The main aim of this study was to investigate and discover whether going through the process of reflection by keeping reflective design journals (RDJ) enhances architecture students' metacognition and whether this enhanced metacognition improves their design understandings and skills. The study was...
| Publicado en: | International Journal of Art & Design Education Vol. 36; no. 2; pp. 226 - 239 |
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| Autores principales: | , |
| Formato: | Artículo |
| Publicado: |
Wiley-Blackwell
Jun2017
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=123671559&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 123671559 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 14768062 Q0T jtl: International Journal of Art & Design Education issn: 14768062 maglogo: Y pubinfo: dt: Jun2017 vid: 36 iid: 2 pid: 480 pub: Wiley-Blackwell artinfo: ui: 123671559 10.1111/jade.12094 ppf: 226 ppct: 13 formats: fmt: – @attributes: type: T – @attributes: type: P size: 86KB tig: atl: Improving Design Understandings and Skills through Enhanced Metacognition: Reflective Design Journals. aug: au: Kurt, Mustafa Kurt, Sevinc su: Metacognition Architecture students Journal writing Architectural design education Reflective learning Design & psychology Young adults Higher education Psychology sug: subj: Metacognition Architecture students Journal writing Architectural design education Reflective learning Design & psychology Young adults Higher education Psychology keyword: architectural design studio design education metacognition reflection reflective design journal ab: The main aim of this study was to investigate and discover whether going through the process of reflection by keeping reflective design journals (RDJ) enhances architecture students' metacognition and whether this enhanced metacognition improves their design understandings and skills. The study was a mixed-methods design and utilised content analysis method to identify the metacognitive actions of the participants. The study also investigated participants' attitudes towards RDJs and their views regarding the effect of enhanced metacognition on their design understandings and skills. Twenty college students registered to an undergraduate course offered by the department of Architecture participated in the research. The findings of the study revealed that by writing in their RDJs, participants were able to progressively enhance their metacognitive skills and performed several metacognitive actions by using the four main metacognitive strategies: awareness, organisation and planning, monitoring, and evaluation. The results also disclosed that participants found RDJ keeping exceptionally effective and stated that their enhanced metacognition improved their design understanding and abilities. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of International Journal of Art & Design Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: International Journal of Art & Design Education holder: Wiley-Blackwell dt: @attributes: year: 2017 holdings: @attributes: islocal: N |
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