Due to its multidisciplinary aspects, the field of design is an open terrain in
constant change. In this context the design education and the methods of
teaching have to be constantly reviewed and updated. In order to complete
this task, a research into the pedagogical practices has to be carried on,
and to become almost as a “behind the curtains” activity for the teachers. A
considerable extent of literature shows how design students work (Cross,
Dorst, McDonnel, Stempfle); however most of the times the studies place the
researcher/observer in a distanced position with respect to the working
group. The following paper will consider several pedagogical situations, in
which the active involvement of the teachers as designers was necessary.
Furthermore analyzing the examples presented it will be shown how a series
of research methods have to be used in order to insure the objectivity of the
observation. For this reason it will be shown how the action research
methodology can provide important insights for creating a methodological
framework specific to the characteristic of the study. In the attempt to avoid
any ambiguities about the notion of “action research” it will be underlined
how the pedagogical action research refers to the studies and approach of
Kemmis, Whitehead, and Nofke. In conclusion we suggest that instead of
regarding the pedagogical content as a monolithic body of knowledge
presented to the students, the richness of the pedagogical experience comes
from the human interaction with the working group and can be seen as a
work in progress puzzle that has to be solved with the active involvement of
the students and teachers.
DRS 2012 Bangkok
constant change. In this context the design education and the methods of
teaching have to be constantly reviewed and updated. In order to complete
this task, a research into the pedagogical practices has to be carried on,
and to become almost as a “behind the curtains” activity for the teachers. A
considerable extent of literature shows how design students work (Cross,
Dorst, McDonnel, Stempfle); however most of the times the studies place the
researcher/observer in a distanced position with respect to the working
group. The following paper will consider several pedagogical situations, in
which the active involvement of the teachers as designers was necessary.
Furthermore analyzing the examples presented it will be shown how a series
of research methods have to be used in order to insure the objectivity of the
observation. For this reason it will be shown how the action research
methodology can provide important insights for creating a methodological
framework specific to the characteristic of the study. In the attempt to avoid
any ambiguities about the notion of “action research” it will be underlined
how the pedagogical action research refers to the studies and approach of
Kemmis, Whitehead, and Nofke. In conclusion we suggest that instead of
regarding the pedagogical content as a monolithic body of knowledge
presented to the students, the richness of the pedagogical experience comes
from the human interaction with the working group and can be seen as a
work in progress puzzle that has to be solved with the active involvement of
the students and teachers.
DRS 2012 Bangkok
