Abstract
This paper discusses a conceptual review of three frameworks for students’ reflection in general design education. The frameworks were selected for their different focus of attention on the students’ engagement with design products and environmental impacts. The review results indicated that the focus of attention had affected the topics of the questions for reflection; the questions of how related to product design, the questions of why related to environmental impacts and question of what related to plural solutions to challenges in both product design and environments. The paper discuss how researcher, teacher and students have different perspectives on whether these topics for operates within, or aim to transform established fields of practice. This, the frameworks different contributions to enhancement of students’ critical design literacy.
Keywords
critical design literacy, reflection, general design education
DOI
https://doi.org/10.21606/drs_lxd2021.03.228
Citation
Maus, I.(2021) Critical design literacy through reflection in design, in Bohemia, E., Nielsen, L.M., Pan, L., Börekçi, N.A.G.Z., Zhang, Y. (eds.), Learn X Design 2021: Engaging with challenges in design education, 24-26 September, Shandong University of Art & Design, Jinan, China. https://doi.org/10.21606/drs_lxd2021.03.228
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Conference Track
Research Paper
Included in
Critical design literacy through reflection in design
This paper discusses a conceptual review of three frameworks for students’ reflection in general design education. The frameworks were selected for their different focus of attention on the students’ engagement with design products and environmental impacts. The review results indicated that the focus of attention had affected the topics of the questions for reflection; the questions of how related to product design, the questions of why related to environmental impacts and question of what related to plural solutions to challenges in both product design and environments. The paper discuss how researcher, teacher and students have different perspectives on whether these topics for operates within, or aim to transform established fields of practice. This, the frameworks different contributions to enhancement of students’ critical design literacy.