The logbook in design, learning cognitive artifact. Externalization of mental models and metacognition

The logbook, an instrument used in the teaching-learning processes in design, is often used as a project record and not as a means of outsourcing students&#39; mental models and their transformation during a course. In this article of theoretical reflection, we investigate how the design log...

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Päätekijät:	Gonzalez-Tobon, Juanita, Cuervo, Roberto, Hernández Mihajlovic, Edgar, Camacho, Jorge
Aineistotyyppi:	Online
Kieli:	spa
Julkaistu:	Universidad Nacional de Colombia - Sede Bogotá - Facultad de Artes - Instituto de Investigaciones Hábitat, Ciudad & Territorio 2020
Linkit:	https://revistas.unal.edu.co/index.php/bitacora/article/view/81635
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id	oai:www.revistas.unal.edu.co:article-81635
record_format	ojs
institution	Universidad Nacional de Colombia
collection	OJS
language	spa
format	Online
author	Gonzalez-Tobon, Juanita Cuervo, Roberto Hernández Mihajlovic, Edgar Camacho, Jorge
spellingShingle	Gonzalez-Tobon, Juanita Cuervo, Roberto Hernández Mihajlovic, Edgar Camacho, Jorge The logbook in design, learning cognitive artifact. Externalization of mental models and metacognition
author_facet	Gonzalez-Tobon, Juanita Cuervo, Roberto Hernández Mihajlovic, Edgar Camacho, Jorge
author_sort	Gonzalez-Tobon, Juanita
title	The logbook in design, learning cognitive artifact. Externalization of mental models and metacognition
title_short	The logbook in design, learning cognitive artifact. Externalization of mental models and metacognition
title_full	The logbook in design, learning cognitive artifact. Externalization of mental models and metacognition
title_fullStr	The logbook in design, learning cognitive artifact. Externalization of mental models and metacognition
title_full_unstemmed	The logbook in design, learning cognitive artifact. Externalization of mental models and metacognition
title_sort	logbook in design, learning cognitive artifact. externalization of mental models and metacognition
description	The logbook, an instrument used in the teaching-learning processes in design, is often used as a project record and not as a means of outsourcing students&#39; mental models and their transformation during a course. In this article of theoretical reflection, we investigate how the design log can be a cognitive learning device to promote metacognition in the formative process. To this end, a historical-cultural cognitive approach is proposed in relation to the concept of metacognition, as a fundamental aspect for deep learning and thus understand the design logbook from the notion of cognitive artifact, which is constructed in the relationships between the agents involved in the classroom. Next, the conceptual framework is established from where the categories and possible variables are formulated to understand the external representations that are presented in the design logbook, from their physical, symbolic and cognitive levels. These external representations, as symbolic elements, are evidence of the subject's mental models and their approach to problem solving from designerly thinking. As a result, a matrix with observable features of metacognitive dimensions and processes is presented.
publisher	Universidad Nacional de Colombia - Sede Bogotá - Facultad de Artes - Instituto de Investigaciones Hábitat, Ciudad & Territorio
publishDate	2020
url	https://revistas.unal.edu.co/index.php/bitacora/article/view/81635
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spelling	oai:www.revistas.unal.edu.co:article-816352020-05-14T20:24:25Z The logbook in design, learning cognitive artifact. Externalization of mental models and metacognition La bitácora de diseño, artefacto cognitivo de aprendizaje. Externalización de modelos mentales y metacognición Le journal de conception en design, artefact cognitif d’apprentissage. Externalisation des modèles mentaux et métacognition O blog em design, aprendendo artefato cognitivo. Externalização de modelos mentais e metacognição Gonzalez-Tobon, Juanita Cuervo, Roberto Hernández Mihajlovic, Edgar Camacho, Jorge logbook design cognition visual materials learning process artifact journal de conception design cognition support visuel processus d'apprentissage artefact blog em design design cognição material visual processo de aprendizagem artefato bitácora diseño cognición material visual proceso de aprendizaje artefacto The logbook, an instrument used in the teaching-learning processes in design, is often used as a project record and not as a means of outsourcing students&#39; mental models and their transformation during a course. In this article of theoretical reflection, we investigate how the design log can be a cognitive learning device to promote metacognition in the formative process. To this end, a historical-cultural cognitive approach is proposed in relation to the concept of metacognition, as a fundamental aspect for deep learning and thus understand the design logbook from the notion of cognitive artifact, which is constructed in the relationships between the agents involved in the classroom. Next, the conceptual framework is established from where the categories and possible variables are formulated to understand the external representations that are presented in the design logbook, from their physical, symbolic and cognitive levels. These external representations, as symbolic elements, are evidence of the subject's mental models and their approach to problem solving from designerly thinking. As a result, a matrix with observable features of metacognitive dimensions and processes is presented. La bitácora, un instrumento utilizado en los procesos de enseñanza-aprendizaje en diseño, suele utilizarse como registro del proyecto y no como un medio de externalización de los modelos mentales de los estudiantes y su transformación durante el curso de una asignatura. En este artículo de reflexión teórica se indaga por cómo la bitácora de diseño puede ser un artefacto cognitivo de aprendizaje para promover la metacognición en el proceso formativo. Para ello, se propone una aproximación cognitivista histórico-cultural en relación con el concepto de metacognición, como un aspecto fundamental para que se dé el aprendizaje en profundidad y comprender así la bitácora de diseño desde la noción de artefacto cognitivo, la cual se construye en las relaciones entre los agentes involucrados en el aula. Se establece el marco conceptual desde donde se formulan las categorías y posibles variables para comprender las representaciones externas que se presentan en la bitácora de diseño: sus niveles físico, simbólico y cognitivo. Las representaciones externas, como elementos simbólicos, son evidencia de los modelos mentales del sujeto y su aproximación a la solución de problemas desde el pensamiento diseñístico. Como resultado, se presenta una matriz con rasgos observables de las dimensiones y procesos metacognitivos. Le journal de conception, un instrument utilisé dans les processus d’enseignement et d’apprentissage en conception, sert souvent à enregistrer le projet et non à externaliser les modèles mentaux des étudiants et leur transformation au cours d’un cours. Dans cet article de réflexion théorique, nous étudions comment le registre de conception peut être un artefact cognitif d'apprentissage pour favoriser la métacognition dans le processus de formation. À cette fin, une approche cognitive historico-culturelle est proposée en relation avec le concept de métacognition, en tant qu’aspect fondamental pour un apprentissage approfondi et permet ainsi de comprendre le registre de conception à partir de la notion d’artefact cognitif, qui est construite dans les relations entre les agents impliqués dans la classe. Ensuite, le cadre conceptuel est établi à partir duquel les catégories et les variables possibles sont formulées pour comprendre les représentations externes présentées dans le registre de conception, à partir de leurs niveaux physiques, symbolique et cognitif. Ces représentations externes, en tant qu'éléments symboliques, sont la preuve des modèles mentaux du sujet et de son approche de la résolution de problèmes à partir de la conception. En conséquence, une matrice présentant des caractéristiques observables de dimensions et de processus métacognitifs est présentée. O blog em design, um instrumento usado nos processos de ensino-aprendizagem no design, é frequentemente usado como um registro do projeto e não como um meio de terceirizar os modelos mentais dos alunos e sua transformação durante um curso. Neste artigo de reflexão teórica, investigamos como o logbook de design pode ser um artefato cognitivo da aprendizagem para promover a metacognição no processo formativo. Para isso, propõe-se uma abordagem cognitiva histórico-cultural em relação ao conceito de metacognição, como um aspecto fundamental para uma aprendizagem aprofundada e, assim, entender o logbook de design a partir da noção de artefato cognitivo, que é construído nas relações entre os agentes envolvidos na sala de aula. A seguir, é estabelecida a estrutura conceitual a partir da qual as categorias e possíveis variáveis são formuladas para entender as representações externas que são apresentadas no logbook de design, a partir de seus níveis físico, simbólico e cognitivo. Essas representações externas, como elementos simbólicos, são evidências dos modelos mentais do sujeito e de sua abordagem à resolução de problemas a partir do designerly thinking. Como resultado, é apresentada uma matriz com características observáveis de dimensões e processos metacognitivos. 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The logbook in design, learning cognitive artifact. Externalization of mental models and metacognition

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