Dialogic Interactions in Foundation Design Studio: An Unsolicited Diary Research.
This study aims to identify the first steps towards integrating verbal content and its outcomes into the written curriculum of the foundation design studio by delving into dialogue‐based interaction and learning, which are largely neglected in design education. Within the scope of this research, des...
| Publicado en: | International Journal of Art & Design Education Vol. 44; no. 3; pp. 728 - 743 |
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| Autores principales: | , |
| Formato: | Artículo |
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Wiley-Blackwell
Aug2025
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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=187503055&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 187503055 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: Aug2025 vid: 44 iid: 3 pid: 480 pub: Wiley-Blackwell artinfo: ui: 187503055 10.1111/jade.12599 ppf: 728 ppct: 15 formats: fmt: – @attributes: type: T – @attributes: type: C – @attributes: type: P size: 1.1MB tig: atl: Dialogic Interactions in Foundation Design Studio: An Unsolicited Diary Research. aug: au: Küçükersen, Fırat Özemir, Pınar affil: Graduate School, Industrial Design, Istanbul Technical University, Istanbul, Turkey su: Design education Dialogic teaching Architectural studios Learning Participant observation Design students sug: subj: Design education Dialogic teaching Architectural studios Learning Participant observation Design students keyword: dialogic interaction dialogue first‐year design education foundation design studio participant‐observation unsolicited diary ab: This study aims to identify the first steps towards integrating verbal content and its outcomes into the written curriculum of the foundation design studio by delving into dialogue‐based interaction and learning, which are largely neglected in design education. Within the scope of this research, design studio experiences of the foundation studio at the Faculty of Architecture of Istanbul Technical University were investigated with dialogic pedagogy in mind. The reflective diary that was systematically filled out based on the field notes taken by one of the authors, who worked as a research and teaching assistant throughout the studio hours of two semesters in the 2021–2022 academic year, was used as the central resource for the study. Diary entries, an ethnomethodological approach, have been made to obtain 'thick descriptions' of dialogic interactions between the studio stakeholders. In line with this method and aim, and after analysing the discourses of first‐year design students revealing their approaches to design learning and action by creating two themes, their shortcut modes and endeavours to use design terminology, we embodied their one academic year learning journey from self‐criticism and peer criticism to critical thinking embedded in their daily lives through the final theme. 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: 2025 holdings: @attributes: islocal: N |
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