Abstract

In pursuit of constructivist learning, design education can benefit from various methods, tools and applications that directly influence learners’ design processes. In this sense, writing has become prominent as a learning and teaching tool with the attention of both design teachers and design researchers. However, there is no particular study addressing a comprehensive characterization of writing-related studies in design education within the existing literature. Through this scoping literature review, we sought answers about how writing serves as a pedagogical vehicle in design education. To achieve this, we extracted and identified studies in design education literature with three categories; conceptual and empirical studies, as well as instructional cases. Thematic analysis revealed four major themes with 18 sub-themes in which writing can render the design education discourse. Briefly, through a wide range of writing formats, writing can promote processes, develop skills, utilize tools and deal with issues regarding design.

摘要

在追求建构主义学习的过程中，设计教育可以从直接影响学习者设计过程的各种方法、工具和应用中受益。从这个意义上说，写作作为一种学习和教学工具已经变得突出，受到设计教师和设计研究人员的关注。然而，在现有文献中，没有针对设计教育中与写作相关的研究进行全面表征的具体研究。通过这个范围界定的文献回顾，我们寻求关于写作如何作为设计教育的教学工具的答案。为此，我们提取并确定了设计教育文献中的三类研究；概念和实证研究，以及教学案例。主题分析揭示了写作可以呈现设计教育话语的四大主题和18个子主题。简而言之，通过广泛的写作格式，写作可以促进过程、发展技能、利用工具和处理与设计有关的问题。