Lighting is an important design element that affects human health, comfort levels, mood, feelings, and the overall experience in spaces. Academically, light is integrated late in design education. Architecture and interior design schools usually introduce it as a design principle during the second or third year of education. As a result, students perceive it as an additive element in the schematic or design development phases rather than a concept generator from the ideation phase. If we accept that lighting design is essential in the conceptual design phase in order to create better-performing light spaces, then a new lighting design integration is needed in design curricula to encourage students to think about it from the ideation phase, enhance their understanding of lighting design knowledge, and facilitate their cognitive thinking and decision-making processes to eventually produce better performing lighting design projects. The purpose of this research was to develop a new pedagogical framework for the integration of lighting design knowledge and lighting cognitive tools in design pedagogy to invite students to use it as a concept generator from the early design stages and to aid their cognitive thinking to produce high-quality lighting environments. The framework presents a learning path to introduce lighting design in a sequence from the first year of design education according to three main knowledge domains: the tacit, the procedural, and the explicit. The research contributes to shifting the current approach to lighting design education in Kuwait as an example and in architecture and interior design schools in general. The researcher used multiple sources of data to develop the framework. First, she reviewed scholarly work and the literature that address lighting design pedagogy, design pedagogical theories, design curricula development models, the lighting design process, and design cognitive tools to create a logical argument for the framework's theoretical structure and to develop its research methods. Second, she analyzed lighting design documents from the United States' developed lighting design programs and Kuwait University to understand the current lighting design pedagogical structure, teaching methods, cognitive design tools, and foundational lighting knowledge. Third, she interviewed current lighting design educators from Kuwait University to understand the current lighting pedagogical model and sequence. Fourth, she interviewed lighting design educators from the United States to obtain new foundational lighting knowledge, creative teaching methods, advanced design cognitive tools, and other suggestions to improve lighting design pedagogy. Fifth, the researcher transferred knowledge from the United States' developed programs to Kuwait University to develop the new framework. Lastly, she presented the preliminary framework to lighting design professionals and educators using a Delphi Method to enhance it further and to rate its implementation possibilities. / Doctor of Philosophy / Lighting is an important design element that affects human health, comfort levels, mood, feelings, and the overall experience in spaces. Academically, light is integrated late in design education. Architecture and interior design schools usually introduce it as a design principle during the second or third year of education. As a result, students perceive it as an additive element in the schematic or design development phases rather than a concept generator from the ideation phase. If we accept that lighting design is essential in the conceptual design phase in order to create better-performing light spaces, then a new lighting design integration is needed in design curricula to encourage students to think about it from the ideation phase, enhance their understanding of lighting design knowledge, and facilitate their cognitive thinking and decision-making processes to eventually produce better performing lighting design projects. The purpose of this research was to develop a new pedagogical framework for the integration of lighting design knowledge and lighting cognitive tools in design pedagogy to invite students to use it as a concept generator from the early design stages and to aid their cognitive thinking to produce high-quality lighting environments. The framework presents a learning path to introduce lighting design in a sequence from the first year of design education according to three main knowledge domains: the tacit, the procedural, and the explicit. The research contributes to shifting the current approach to lighting design education in Kuwait as an example and in architecture and interior design schools in general. The researcher used multiple sources of data to develop the framework. First, she reviewed scholarly work and the literature that address lighting design pedagogy, design pedagogical theories, design curricula development models, the lighting design process, and design cognitive tools to create a logical argument for the framework's theoretical structure and to develop its research methods. Second, she analyzed lighting design documents from the United States' developed lighting design programs and Kuwait University to understand the current lighting design pedagogical structure, teaching methods, cognitive design tools, and foundational lighting knowledge. Third, she interviewed current lighting design educators from Kuwait University to understand the current lighting pedagogical model and sequence. Fourth, she interviewed lighting design educators from the United States to obtain new foundational lighting knowledge, creative teaching methods, advanced design cognitive tools, and other suggestions to improve lighting design pedagogy. Fifth, the researcher transferred knowledge from the United States' developed programs to Kuwait University to develop the new framework. Lastly, she presented the preliminary framework to lighting design professionals and educators using a Delphi Method to enhance it further and to rate its implementation possibilities.

Submitted by Kilvya Braga (kilvyabraga@hotmail.com) on 2018-05-16T11:14:22Z No. of bitstreams: 1 ANDERSON FELINTO BARBOSA - DISSERTAÇÃO (PPGCC) 2016.pdf: 4768373 bytes, checksum: c61e3d4b861d3a310b307c01c1e3fcca (MD5) / Made available in DSpace on 2018-05-16T11:14:22Z (GMT). No. of bitstreams: 1 ANDERSON FELINTO BARBOSA - DISSERTAÇÃO (PPGCC) 2016.pdf: 4768373 bytes, checksum: c61e3d4b861d3a310b307c01c1e3fcca (MD5) Previous issue date: 2016-02-29 / Capes / O Currículo Referência (CR) para Cursos de Bacharelado em Ciência da Computação e Engenharia da Computação é um documento desenvolvido pela Sociedade Brasileira de Computação que descreve um conjunto de informações relacionadas ao ensino da computação no Brasil. O corpo do conhecimento, parte do CR descreve o conhecimento que pode ser ensinado ao aluno durante o processo de aprendizagem, pode ser útil para o processo de Planejamento Curricular, porém, diferentemente das estruturas curriculares criadas, o conhecimento descrito no CR apresenta, apenas, relações hierárquicas entre suas partes. Diante disso, neste trabalho, é proposta uma abordagem que visa a orquestrar o conhecimento descrito na granularidade “Matéria” do CR, neste trabalho denominada como “Categoria de Conhecimento”. Para isso, a abordagem baseia-se no princípio bottom-up e identifica as possíveis relações entre as 57 Categorias de Conhecimento a partir das disciplinas e das relações de pré-requisitos presentes em estruturas curriculares dos cursos para, assim, identificar o Grau de Dependência entre Categorias (GDep) e o Grau de Ocorrência da Categoria (GOC) relevantes para o processo de planejamento e avaliação das estruturas curriculares. Como forma de avaliar a abordagem foi realizado um estudo de caso envolvendo dados de 474 disciplinas, de 7 cursos de graduação, no qual foi mensurado do GRel e o GOC das 57 Categorias de Conhecimento. Além disso, também foi verificada a aplicação das métricas identificadas no processo de planejamento e avaliação das estruturas curriculares que, no contexto observado, apresentou resultados que comprovaram o uso de ambas para as finalidades propostas. / The Reference Curriculum for Degree Courses in Computer Science and Computer Engineering (RC) is a document developed by the Brazilian Computer Society that aims to describe a set of information related to computing education in Brazil. The body of knowledge, a part of RC that describles the knowledge that should be teached to a student during the learning Process, can be useful on the Curricular Planning process, however, unlike the curriculum structure created, which describes relations between disciplines, the knowledge described on the Reference Curriculum only shows hierarchical relations between different levels of this knowledge.To this situation, in this dissertation is proposed an approach that aimed orchestrating the knowledge described on granularity “Subject” of RC,called, in this dissertation,“Knowledge Categories”. For this, the approachis based on the bottom-up and identifies possible relationships between the 57 Knowledge Categories induced from the disciplines of graduate courses and their prerequisites relationships, to thereby identify the Dependence Degree Between Categories (GDep) and Category Occurrence Degree (GOc) relevants for the process of curriculum planning and evaluation. For evaluate approach, ion purposes a case study was conducted involving 474 disciplines from 7 under graduate courses. It was possible to observe the measurement of GRel and GOC of the57 Knowledge Categories from RC. In addition, the application were verified of the metrics identified in the planning processand evaluation of curriculum structures that,on the context observe, showed results that confirmed the use of suchmetrics for a imsproposed.