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Abstract

This paper focuses on the role of metaphor in pedagogical
rellsoning in design education. Through metaphorical analysis
the conventional design process model is examined in terms of
its congruence with students' stages of cognitive development,
particularly that related to divergent and convergent thinking.
By re-setting the problem an alternative design process model
is proposed; an alternative model which breaks the nexus. between
the contiguous design stages. The alternative model
incorporates a dynamism which allows teachers to apply the
design process in a pedagogic sense by providing opportunities
to match design activities with individual students' stages of
cognitive development.

Item Type:	Article
Authors/Creators:	Welch, A
Keywords:	design education, pedagogy, technology education
Journal or Publication Title:	Australian Journal for Research & Development in Technology & Design Education
ISSN:	1320-9353
Additional Information:	Copyright 1993 Institute of Technology Education, Australia
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