This article presents a way of approaching introductory design education that expands student creativity through building on research related to the impact of cognitive development and metacognitive thinking. The strategy presented emphasises the importance of encouraging divergent thinking and understanding how students perceive knowledge. The goal is to create a learning environment that acknowledges where students are in their thinking and provides a structure that promotes both cognitive and creative growth.
|Number of pages||10|
|Journal||International Journal of Art and Design Education|
|State||Published - Jun 1 2015|
Bibliographical notePublisher Copyright:
© 2015 NSEAD/John Wiley & Sons Ltd.
- Design education
- Design thinking
- Divergent thinking
ASJC Scopus subject areas
- Visual Arts and Performing Arts
- Arts and Humanities (miscellaneous)