| id |
ddssar0009 |
| authors |
Findlay, Robert A. and Haugen, S. Lee |
| year |
2000 |
| title |
From individual inquiry and attention to cohorts to a "collaborative critique": the use of student groups to support individual designers |
| source |
Timmermans, Harry (Ed.), Fifth Design and Decision Support Systems in Architecture and Urban Planning - Part one: Architecture Proceedings (Nijkerk, the Netherlands) |
| summary |
This study explores learning settings and strategies related to design collaboration and critical thinking. To this end, theories of education and of cognitive learning were assembled to describe learning design collaboration. Student perceptions of their learning experiences were then gathered in structured interviews and focus groups, and were analyzed qualitatively for concepts, tendencies, and trends. The study also concerns the effects of collaboration on individual learning. An emphasis of the investigation has been on the context in which a person's mind learns. The activity of learning has been enriched by being in a context in which students can participate in the social construction of knowledge, in this way enhancing the processes of developing knowledge, decision-making, and design. We discovered that a "collaborative critique" evolves during the course of activity of groups of students as they shift from the protective behavior of individual competition, through bargaining away ideas in compromise or subduing differences in consensus building, to critical ideation and the constructive behavior of the "collaborative critique". |
| series |
DDSS |
| full text |
 file.pdf (181,080 bytes) |
| references |
Content-type: text/plain
|
| last changed |
2003/08/07 16:36 |
|
