Three dimensions of reflective thinking in solving design problems: a conceptual model

Design tasks are omnipresent in our everyday lives. Previous research shows that reflective thinking is one of the critical factors in solving design problems. Related research has attempted to capture designers' reflective thinking process. Yet a close inspection of designers' reflective...

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Bibliographic Details
Published in:Educational technology research and development 2011-10, Vol.59 (5), p.687-710
Main Authors: Hong, Yi-Chun, Choi, Ikseon
Format: Article
Language:English
Subjects:
Architectural design
Design analysis
Design engineering
DEVELOPMENT ARTICLE
Education
Educational Environment
Educational Technology
Instructional Design
Learning and Instruction
Novices
Problem Solving
Product design
Reflection
Research design
Thinking Skills
Three dimensional modeling
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Summary:Design tasks are omnipresent in our everyday lives. Previous research shows that reflective thinking is one of the critical factors in solving design problems. Related research has attempted to capture designers' reflective thinking process. Yet a close inspection of designers' reflective thinking taking place during their design process demands further effort. To understand designer's reflective practice and to find better ways to promote novices' reflective thinking in solving real-world design problems, a comprehensive model was developed. This model identified three dimensions to guide the understanding of designers' reflective thinking during a design process: (1) the timing of reflection, indicating the points in the process where reflective thinking occurs, (2) the objects of reflection, showing the different types of objects that designers may reflect upon, and (3) the levels of reflection, referring to the different levels of designers' reflection. This model provides for meaningful aspects of reflective thinking to be situated in a design process, which can guide educators and instructional designers in developing appropriate learning environments for facilitating novice and practicing designers' reflective thinking. Moreover, the model can serve as a stepping stone for further research.
ISSN:1042-1629
1556-6501
DOI:10.1007/s11423-011-9202-9