How to assess creative cognition when teaching industrial design? An input for its learning
Assessing creativity in industrial design tends to focus on artifactual outcomes rather than the cognitive skills that support it, reducing the evaluative approach to an instrumental dimension. This can happen because cognition is a discrete process, which ccurs in the subject's mind without be...
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Universidad Nacional de Colombia - Sede Bogotá - Facultad de Artes - Instituto de Investigaciones Hábitat, Ciudad & Territorio
2020
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Cuervo Pulido, Roberto Hernández Mihajlovic, Edgar |
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Cuervo Pulido, Roberto Hernández Mihajlovic, Edgar How to assess creative cognition when teaching industrial design? An input for its learning |
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Cuervo Pulido, Roberto Hernández Mihajlovic, Edgar |
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Cuervo Pulido, Roberto |
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How to assess creative cognition when teaching industrial design? An input for its learning |
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How to assess creative cognition when teaching industrial design? An input for its learning |
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How to assess creative cognition when teaching industrial design? An input for its learning |
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How to assess creative cognition when teaching industrial design? An input for its learning |
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How to assess creative cognition when teaching industrial design? An input for its learning |
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how to assess creative cognition when teaching industrial design? an input for its learning |
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Assessing creativity in industrial design tends to focus on artifactual outcomes rather than the cognitive skills that support it, reducing the evaluative approach to an instrumental dimension. This can happen because cognition is a discrete process, which ccurs in the subject's mind without being directly observable, unlike the final artifactual result. Hence the question of how to evaluate creative cognition skills in design teaching-learning processes framed in evaluation for learning. In order to respond, an assessment model was formulated to favor the teaching of creative cognition skills in project processes in industrial design, not only from a psychometric approach, but as an input to manage the teaching-learning processes. The model measured four variables characteristic of divergent thinking: fluidity, flexibility, originality and elaboration in the two phases of the design project process: problematization and ideation. This exercise made some creative cognitive skills visible by designing measurement instruments and interpreting the variables, allowing students and teachers to know their level of development, raising awareness of these skills applied to the industrial design project. |
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Universidad Nacional de Colombia - Sede Bogotá - Facultad de Artes - Instituto de Investigaciones Hábitat, Ciudad & Territorio |
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2020 |
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https://revistas.unal.edu.co/index.php/bitacora/article/view/81797 |
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oai:www.revistas.unal.edu.co:article-817972020-05-14T20:24:25Z How to assess creative cognition when teaching industrial design? An input for its learning ¿Cómo evaluar la cognición creativa al enseñar diseño industrial? Un insumo para su aprendizaje Comment évaluer la cognition créative lors de l'enseignement du design industriel ? Un apport pour son apprentissage ¿Como avaliar a cognição criativa ao ensinar desenho industrial? Uma entrada para o seu aprendizado Cuervo Pulido, Roberto Hernández Mihajlovic, Edgar Design creativity cognition assessment education Design créativité cognition évaluation education Design criatividade cognição avaliação educação diseño creatividad cognición evaluación procesos de enseñanza- aprendizaje Assessing creativity in industrial design tends to focus on artifactual outcomes rather than the cognitive skills that support it, reducing the evaluative approach to an instrumental dimension. This can happen because cognition is a discrete process, which ccurs in the subject's mind without being directly observable, unlike the final artifactual result. Hence the question of how to evaluate creative cognition skills in design teaching-learning processes framed in evaluation for learning. In order to respond, an assessment model was formulated to favor the teaching of creative cognition skills in project processes in industrial design, not only from a psychometric approach, but as an input to manage the teaching-learning processes. The model measured four variables characteristic of divergent thinking: fluidity, flexibility, originality and elaboration in the two phases of the design project process: problematization and ideation. This exercise made some creative cognitive skills visible by designing measurement instruments and interpreting the variables, allowing students and teachers to know their level of development, raising awareness of these skills applied to the industrial design project. Evaluar la creatividad en diseño industrial suele centrarse en los resultados artefactuales más que en las habilidades cognitivas que la soportan, reduciendo el enfoque evaluativo a una dimensión instrumental. Esto puede suceder porque la cognición es un proceso discreto, que ocurre en la mente del sujeto sin ser observable de manera directa, a diferencia del resultado artefactual final. De ahí la pregunta por cómo evaluar las habilidades de la cognición creativa en los procesos de enseñanza-aprendizaje del diseño enmarcada en la evaluación para el aprendizaje. Para dar respuesta a ello se formuló un modelo de evaluación para favorecer la enseñanza de las habilidades de la cognición creativa en los procesos proyectuales en diseño industrial, no solo desde un enfoque psicométrico, sino como insumo para gestionar los procesos de enseñanza-aprendizaje. El modelo midió cuatro variables propias del pensamiento divergente: fluidez, flexibilidad, originalidad y elaboración en las dos fases del proceso proyectual de diseño: problematización e ideación. Este ejercicio visibilizó algunas habilidades cognitivas creativas mediante el diseño de instrumentos de medición e interpretación de las variables, lo que permitió que estudiantes y profesores conocieran su nivel de desarrollo, haciendo consciencia sobre dichas habilidades aplicadas al proyecto de diseño industrial. L'évaluation de la créativité dans le design industriel a tendance à se concentrer sur les résultats artéfactuels plutôt que sur les compétences cognitives qui la soutiennent, réduisant l'approche évaluative à une dimension instrumentale. Cela peut se produire parce que la cognition est un processus discret, qui se produit dans l'esprit du sujet sans être directement observable, contrairement au résultat artefactuel final. D'où la question de savoir comment évaluer les compétences cognitives créatives dans la conception de processus d'enseignement-apprentissage encadrés par l'évaluation pour l'apprentissage. Afin d'y répondre, un modèle d'évaluation a été formulé pour favoriser l'enseignement des compétences cognitives créatives dans les processus de projet en design industriel, non seulement à partir d'une approche psychométrique, mais comme entrée pour gérer les processus d'enseignement-apprentissage. Le modèle a mesuré quatre variables caractéristiques de la pensée divergente : fluidité, flexibilité, originalité et élaboration dans les deux phases du processus de projet de conception : problématisation et idéation. Cet exercice a rendu visibles certaines compétences cognitives créatives en concevant des instruments de mesure et en interprétant les variables, permettant aux étudiants et aux enseignants de connaître leur niveau de développement, de sensibiliser à ces compétences appliquées au projet de design industriel. Avaliar a criatividade no desenho industrial tende a focar nos resultados artefatos, e não nas habilidades cognitivas que o sustentam, reduzindo a abordagem avaliativa a uma dimensão instrumental. Isso pode acontecer porque a cognição é um processo discreto, que ocorre na mente do sujeito sem ser diretamente observável, ao contrário do resultado artefato final. Daí a questão de como avaliar as habilidades cognitivas criativas nos processos de ensino- aprendizagem do projeto, enquadrados na avaliação da aprendizagem. Para responder, foi formulado um modelo de avaliação para favorecer o ensino de habilidades cognitivas criativas em processos de projetos em desenho industrial, não apenas a partir de uma abordagem psicométrica, mas como um insumo para gerenciar os processos de ensino- aprendizagem. O modelo mediu quatro variáveis características do pensamento divergente: fluidez, flexibilidade, originalidade e elaboração nas duas fases do processo do projeto de design: problematização e ideação. Este exercício torna visível algumas habilidades cognitivas criativas, projetando instrumentos de medição e interpretando as variáveis, permitindo que alunos e professores conhecessem seu nível de desenvolvimento, aumentando a conscientização sobre essas habilidades aplicadas ao projeto de desenho industrial. 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