Modeling metacognition in design thinking and design making
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Modeling metacognition in design thinking and design making Shabnam Kavousi1 · Patrick A. Miller2 · Patricia A. Alexander3 Accepted: 3 May 2019 © Springer Nature B.V. 2019
Abstract Results of numerous studies indicate that metacognition plays a significant role in students’ design education. Despite the growing number of studies on the role of metacognition, the nature of metacognitive processing in design education and how metacognitive strategies contribute to students’ design are not well understood. Thus, the main purpose of this inquiry was to employ rich qualitative data to construct a detailed conceptual model of metacognitive processes in students’ design-thinking and design-making. This study demonstrates that metacognitive thinking plays an essential role in design idea generation and development and that it is an important part of the creative process in design. Moreover, the resulting model illustrates how components of metacognition interact and can provide insights to educators seeking to enhance the design process and its outcomes for learners. Keywords Metacognitive thinking process · Reflective learning · Design studio education · Architectural learning
Introduction to design thinking and design making The goal of this study was to employ rich qualitative data to construct and validate a detailed conceptual model of metacognitive processes in architectural students’ designthinking and design-making. Architectural design is a multidimensional process and requires skills such as analytic reasoning, intuition, and creative expression (Powers 2017). Metacognition, which has been defined as thinking about thinking (Flavell 1976; Lawanto et al. 2013), is the main focus of this paper and one of the dimensions of architecture education. Researchers have identified metacognitive thinking as a factor that can greatly influence design students’ performance (Desoete and Ozsoy 2009). For example, Sternberg and Williams (1996) draw a direct relation between metacognitive thinking and creative thinking by stating that designers can enhance their creative thinking by focusing on * Shabnam Kavousi [email protected] 1
Virginia Tech, 121 Burrus Hall (0190), Blacksburg, VA 24061, USA
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Virginia Tech, 120 F Burruss Hall (0190), Blacksburg, VA 24061, USA
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University of Maryland, 3304 Benjamin Building, College Park, MD 20742, USA
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metacognition. Moreover, according to Pesut (1984), metacognition can provide students with an understanding of their creative thought process and allow them to control this process. He describes creative thinking as “a synthetic metacognitive process—of generating novel and useful associations, attributes, elements, images, abstract relations or sets of operations—that better solves a problem, a plan, or results in a pattern, structure, or product not clearly present before” (p. 15). The open-ended nature of design can make its learning confusing and frustrating, especially for design students, which, in turn, can reduce their motivation
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