Abstract
Design as a discipline has been discussing its body of knowledge from different perspectives. An area that will bring new insights to such discussion is a better understanding of how the knowledge in teaching has been constructed and expanded. Using Maryellen Weimer's perspective and classification scheme on the scholarship of teaching and learning (SoTL), this study aims to descriptively analyze the disciplinary pedagogy in design. The content of 174 pedagogical articles published from 1999 to 2010 in three design journals were analyzed. Findings show that in design, experience-based and research-based approaches to SoTL have almost equal significance. The plurality in SoTL approaches suggests that the definition of credible and high-quality SoTL studies in design as a discipline is yet to be discovered.
Keywords
scholarship of teaching and learning, design education, design knowledge
DOI
https://doi.org/10.21606/learnxdesign.2013.013
Citation
Blossom, N., Oygur, I.,and Payne Tofte, E.(2013) Methodological Foundations of Design Pedagogy: The Scholarship of Teaching and Learning in Design, in Reitan, J.B., Lloyd, P., Bohemia, E., Nielsen, L.M., Digranes, I., & Lutnæs, E. (eds.), DRS // Cumulus: Design Learning for Tomorrow, 14-17 May, Oslo, Norway. https://doi.org/10.21606/learnxdesign.2013.013
Creative Commons License
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Included in
Methodological Foundations of Design Pedagogy: The Scholarship of Teaching and Learning in Design
Design as a discipline has been discussing its body of knowledge from different perspectives. An area that will bring new insights to such discussion is a better understanding of how the knowledge in teaching has been constructed and expanded. Using Maryellen Weimer's perspective and classification scheme on the scholarship of teaching and learning (SoTL), this study aims to descriptively analyze the disciplinary pedagogy in design. The content of 174 pedagogical articles published from 1999 to 2010 in three design journals were analyzed. Findings show that in design, experience-based and research-based approaches to SoTL have almost equal significance. The plurality in SoTL approaches suggests that the definition of credible and high-quality SoTL studies in design as a discipline is yet to be discovered.