Shortcomings in Design Education: Exploring Metacognitive Activities

Abstract

Abstract: This study aims to explore students' metacognitive activities and their relationship in the design process, based on the assumption that metacognitive activities are important in design education. In the study, it is emphasized that metacognitive interventions should be a part of future design education, considering the current state of design education, Schön's arguments on design learning, and the requirements of social constructivist learning theories. The study aims to explore the metacognitive conceptual substructures of possible educational interventions that can be developed to reduce the difficulties faced by students in design education with metacognitive interventions. The results of a case study conducted with think-aloud protocol analysis with five third-year undergraduate students of architecture are presented. According to the findings of the study, how metacognitive interventions should be structured is summarized.

Keywords: Metacognition, Design Metacognition, Design Learning, Design Education, Design Studio