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ERIC Number: ED485154
Record Type: Non-Journal
Publication Date: 2004-Oct
Pages: 6
Abstractor: Author
Reference Count: 20
Never Mind the Prescriptions, Bring on the Descriptions: Students' Representations of Inquiry-Driven Design
Knowlton, Dave S.
Association for Educational Communications and Technology, 27th, Chicago, IL, October 19-23, 2004
Instead of designing by following prescriptive models, students may benefit by approaching design as a process of free inquiry. This paper considers the impact of this inquiry-based approach on students' thinking by considering the ways that students represented the design process at the end of an inquiry-based design course.
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A