Behavioural knowledge integration in the design studio an experimental evaluatio推荐.pdfVIP

Behavioural knowledge integration in the design studio: an experimental evaluation of three strategies Fahriye Hazer Sancar, College of Architecture and Planning, Environmental Design Building, Campus Box 314, University of Colorado, Boulder, CO 80309-0314, USA This study addresses the difficulties in design education regarding scientific knowledge generation and its application in the design studio by investigating the effects ofparticular design approaches on the integration of sociobehavioural scientific information by design students. The investigation in volved the systematic assignment of the students to one of three treatments representing alternative design approaches and assessment of the effects of these treatments on the quality of their design products in terms of knowledge integration. The three treatments approximate the major methodological approaches that are debated in the literature. They differ in their assumptions on the nature of the design process, theform of knowledge, and the type of information representation. The results support the main hypothesis that a treatment corresponding to the integrative/ generative strategy, in which style (aform image, combinatorial rules and a theoretical framework) serves as aprimary generator, is superior to a listing of empirical information generated by an external source. Given the discussion in the literature on the design process and cognition and the results of this study, it ispossible to state that the applicability gap is expected to diminish to the extent that theform of knowledge embodied in style is explicitly linked to the development of scientific knowledge. Keywords: design education, knowledge integration, design style, design evaluation s stated in