Dans la formation du baccalauréat STD2A, il n’est pas question d’enseigner à des élèves la profession de designer, contrairement aux formations supérieures, mais de les préparer à intégrer ces formations. Son objectif est de donner plus des éléments de compréhension des démarches de conception qu’une compétence professionnelle de designer. La finalité de ce travail est de regarder comment l’activité de conception est enseignée au lycée. Le cadre théorique interroge les articulations entre activité, instrument, milieu, tâche et compétences et activité de conception. Le cadre de l’étude a été circonscrit à l’épreuve certificative « Projet en Design et AA » . La méthodologie s’appuie (1) sur une analyse a priori de la tâche prescrite par l’institution et redéfinie par des enseignants travaillant dans trois lycées différents, et (2) sur une analyse de l’activité d’un échantillon de leurs élèves. Les activités sont regardées à travers des entretiens menés avec les enseignants sur le dispositif qu’ils conçoivent, à travers des entretiens menés avec les élèves sur les tâches qu’ils ont réellement effectuées, et à travers les signes produits par les uns et les autres. Les résultats montrent d’une part, que l’activité d’apprentissage est instrumentée plus par les représentations différentes que les enseignants ont de la situation de référence prescrite que par leur représentation d’un état prescrit de compétence de conception. D’autre part, bien que l’activité de l’élève soit motivée par l’obtention du baccalauréat et non par la conception d’artefacts, il élabore des instruments sémiotiques et matériels propres à l’activité des étudiants qui apprennent à devenir designers. / The secondary school leaving certificate in Science and Technology: Design and Applied Arts prepares pupils to integrate postsecondary design programmes.The purpose of this study was to investigate how design activity is taught in secondary school. In an attempt to highlight the impact of the environment on the learning activity, the theoretical framework questions the relationship between activity, instrument, environment, task and skills, design activity.The study favoured an exploratory analysis based on the observation of real situations in an unambiguous and operational way. The scope of the study was limited to the certification exam “Project in D and AA”. The research design was empirical and based on (1) a priori analysis of the task prescribed by the institution and redefined by teachers belonging to three different high schools, and (2) an analysis of the activity of a sample of their pupils. Observation tools were based on the abstention from direct observation. The activities were viewed: through interviews conducted with teachers; through interviews conducted with pupils on the tasks they have actually accomplished; through the signs produced by teachers and pupils. The results show that the learning activity is instrumented to a greater extent by the different representations teachers have of the prescribed reference situation than by their representation of a prescribed state of design skills. In addition, although the pupil’s activity was motivated by the obtention of a school leaving certificate and not by the design of artefacts, the pupil develops semiotic and material instruments specific to the activity of students who train to become designers.

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This study examines the movement of creating the scientifically oriented architecture that influenced architectural scholarship especially in 1960s and 1970s and discusses various theoretical frameworks this movement rests on. Architectural studies of the said period display rationalistic approaches motivated towards the routinisation, institutionalization and socialization in architecture, and thus an attempt to shift the discipline to scientific grounds. These studies not only develop plurality in academic realm of architecture, but also pave the way for a spectrum of more autonomous and novel areas of research and knowledge. The movement in Turkey, however parallel to its international popularity, is coincidentally strong between the years 1956 and 1982 befitting the social agenda of the country. The thesis is limited in scope to the definitions and relationships between five dominant approaches in the movement. These approaches are identified as, Design Methods, Environmental Psychology, Building Technology, Social and Cultural Factors and Vernacular Architecture. General Systems Theory emerges as a key reference in this scope. The study initially emphasises the positions of approaches in Turkey with relation to the international context and thus defines a ground for the discussions in the dissertation. The main discussion of the thesis is with regards to the notions of space and environment within the movement. Architectural studies with these notions extend the focus of design and research in terms social and cultural perspectives. The notions, not only define the plurality in the architectural sciences due to the multiplicity of dimensions they entail, but also constitute a bridge between the architectural studies and the social sciences. Moreover, the conceptions and examination methods for the terms of space and environment changes the traditional role of the scholar as designer into facilitator and researcher. The thesis examines the attempts of teaching, forming and framing the scientific architecture in two different venues, namely inside the studio and outside the studio. Inside the studio, design activity introduces systematic approaches for understanding the design process. Outside the studio, architectural research introduces methodological approaches that extend the boundary of the studio.

L'activité de conception peut être analysée grâce aux signes produits par les sujets concepteurs et par le discours qu'ils tiennent sur les nouveaux modèles d'artéfacts désirés qui en résultent. L'analyse psycho-sémiologique de l'activité d'étudiants en Master professionnel de design montre deux processus. D'une part, pour résoudre les problèmes abordés, les étudiants rendent compte seuls régulièrement de leur activité en énonçant par divers instruments de représentations les différentes tâches accomplies. D'autre part, pour élaborer les différents modèles d'artéfacts, ils falsifient les contraintes que les enseignants leurs imposent plus ou moins avec insistance. Parce qu'ils communiquent sur le travail qu'ils réalisent et parce qu'ils dialoguent avec des interlocuteurs, les étudiants prennent conscience de l'activité de conception en train de se faire. C'est aussi de cette façon qu'ils organisent des métaconnaissances, des valeurs, des habiletés, c'est-à-dire une compétence de conception. Cette compétence est fondée non pas seulement sur la reproduction d'héritages conceptuels et méthodologiques, sur des routines ou sur des habitudes, mais sur de véritables dispositions à remettre en cause les héritages par des stratégies opportunistes. Réfléchir sur une didactique de la conception, c'est retenir que les étudiants constituent eux-mêmes, aidés par les enseignants, un renouvellement de l'activité professionnelle de conception. Cette thèse tente de montrer qu'une didactique de la conception, afin d'être formalisée, doit prendre en compte le processus d'énonciation comme activité cognitive indispensable à l'acquisition d'une compétence de conception. / Design activity can be analyzed through the signs produced by design developers and their discourse on the new models of artifacts they wished to develop. Psycho-semiotic analysis of student activity in Professional Master of Design shows two processes. First, to solve problems, students report regularly and alone their activities with statements of the different tasks using various representation instruments. Second, to develop different models of artifacts, they falsify the constraints the teachers required with more or less insistence. As students communicate about their work and interact with many people they become aware of their ongoing design activity and organize metaknowledge, values, skills, meaning design abilities. All these acquired abilities are not only based upon the reproduction of conceptual and methodological legacies, routines or habits, but on real inclinations to challenge these legacies using opportunistic strategies. To think about design didactics allows us to understand that students, assisted by teachers, induce themselves a renewal of the design activity. This thesis is an attempt to show that a design didactics, to be formalized, requires taking into account the statement process as an essential cognitive activity for the acquisition of design skills.

Cette thèse se positionne dans la lignée d'une série de travaux menés depuis une vingtaine d'années en France sur l’évolution des métiers et des professions de la production urbaine, architecturale et paysagère, au prisme de l'émergence de nouvelles attentes sociétales. Elle analyse plus précisément les attitudes et les modalités d'interventions des concepteurs, dans des projets urbains marqués depuis le milieu des années 2000 par de fortes ambitions en matière de participation citoyenne associées à des enjeux de développement durable. Dans quelle mesure l'émergence de telles commandes en France, particulièrement perceptible dans les premières opérations d'écoquartiers, modifient-elles les représentations des concepteurs vis-à-vis de la participation citoyenne, leurs modes d'exercice, leurs compétences, voire leur manière de considérer leur métier ? / This thesis is written within the context of a series of works undertaken over the last twenty years in France on the subject of the trades and professions of urban, architectural and landscape production, as considered through the prism of new social expectations. The thesis analyses the attitudes and forms of intervention adopted by designers of urban projects that,since the mid 2000s, have featured strong citizen participation ambitions associated with sustainable development issues. To what extent has the emergence of these demands in France, particularly noticeable in the case of the first sustainable neighborhoods, modified designers’ representation of citizen participation, as well as their own practice, skills andgeneral vision of their profession?

The purpose of this research is to investigate the influences that Information Retrieval Systems such as online Search Engines and Databases have on designers' early searching strategies. The study involves the observation of designers transforming early design language into query 'keyword' language for the operation of Information Retrieval Systems and how this transition causes a shift in early design exploration. This transformation is referred to in this research as the CLASS activity; Converting Language from Abstract Searching to Specific. Findings show a common pattern across the activity of both professional and advanced student designers. Information Retrieval Systems are seen to drive the searching process into specific, explored domains rather than stimulate an 'abstract' broad investigation. The IR systems are built upon categories that are created to manage the information content. It is these categories that require a person to use defined keywords and query sentences to operate the Information Retrieval Systems. The findings suggest that using Information Retrieval Systems prior to defining the scope of a design problem causes designers to prematurely focus on specific searching.

L'expérience perçue lors de l'utilisation de produits est récemment devenue un facteur différenciateur majeur entre les principaux acteurs de l'industrie. Elle influence désormais grandement le succès de nouveaux produits. En parallèle, l'intérêt de la communauté de recherche en design sur le sujet va en grandissant. La présente recherche apporte une contribution à ces deux mondes en explorant des moyens de définir et représenter des intentions d'expérience utilisateur. Une des originalités de cette recherche réside dans le fait que son assise théorique combine les notions complémentaires d'expérience utilisateur et de processus « kansei » (processus mental affectif) utilisées originellement par des communautés scientifiques différentes. Elle fait aussi partie du groupe très restreint de travaux qui investiguent les liens entre ces considérations et le monde industriel.Au long des cinq expérimentations qui composent ce mémoire, j'explore la création d'outils et de méthodologies s'intéressant au processus kansei des futurs utilisateurs et permettant l'élaboration puis la communication d'intentions venant nourrir le processus de conception de nouveaux produits. L'influence de la nature des représentations amont sur la compréhension réciproque au sein d'équipes de conception multiculturelles (multi-nationalité et disciplinaire) ainsi que sur différentes typologies de projets prospectifs centrés sur l'expérience sont aussi mis en avant. En termes de contributions académiques, cette recherche a permis de modéliser l'information design échangée au sein d'équipes de conception visant à impacter les processus kansei des potentiels futurs utilisateurs. Elle a aussi mis en valeur les qualités et l'importance des représentations amonts multi-sensorielles. Les contributions industrielles couvrent quant à elles, la création d'outils, de méthodologies et de représentations amonts permettant de caractériser l'approche dite du « Kansei Design », et d'établir des liens entre ces différents aspects et trois typologies de projets de développements de nouveaux concepts. / In the industrial context, users' experience with products recently became a major differentiation factor between competitors and can greatly influence the success of a product. In parallel, the interest from the design research community about this topic is also growing. This research intends to contribute to both contexts by investigating the definition and representation of user experience intentions. When defining the theoretical background of this research a link will be created between the complementary notions of user experience and kansei process. Based on this original field of study, this dissertation will discuss design activities undertaken by design teams in order to nourish the much wider industrial design process.With the five experiments that will be presented in this dissertation, I will explore the creation of tools and methodologies centred on potential users' kansei process and supporting the creation of intentions related to the user experience of products to be designed. I will also investigate how the nature of the resulting early representations can impact reciprocal understanding within multi-cultural design teams, and finally how the developed approach (Kansei Design approach) can impact different typologies of new concept development projects.In terms of academic contributions, this research enabled to model the exchange of kansei-related design information among design-teams and highlighted the added value of multi-sensory early representations resulting from experience-centred design activities. Regarding industrial contributions, the different experiments made it possible to characterise the Kansei Design approach in terms of tools, methodologies, and early representations. Moreover a link was established between the different characteristics of this approach and three typologies of new experience-centred concept development projects leading to different products development projects.

An experiment was conducted investigating the utility of teamwork exercises and problem structure for promoting technological problem solving in a student team context. The teamwork exercises were designed for participants to experience a high level of psychomotor coordination and cooperation with their teammates. The problem structure treatment was designed based on small group research findings on brainstorming, information processing, and problem formulation. First-year college engineering students (N = 294) were randomly assigned to three levels of team size (2, 3, or 4 members) and two treatment conditions: teamwork exercises and problem structure (N = 99 teams). In addition, the study included three non-manipulated, independent variables: team gender, team temperament, and team teamwork orientation. Teams were measured on technological problem solving through two conceptually related technological tasks or engineering design activities: a computer bridge task and a truss model task. The computer bridge score and the number of computer bridge design iterations, both within subjects factors (time), were recorded in pairs over four 30-minute intervals. For the last two intervals with the computer bridge, teams started construction of the truss model task, which created low and high task load conditions for the computer bridge: another within subjects factor. A repeated measures ANOVA was used to analyze time (computer bridge) by factor interactions. No significant time by teamwork exercises or time by problem structure interactions on computer bridge scores were found [F(2.31, 198.46) = 0.10, p = .928; F(2.31, 198.46) = 0.03, p = .984]. There was a significant interaction between the factors of time and team size [F(4.62, 198.46) = 2.75, p = .023]. An ANOVA was conducted with the between subject factors on the truss model task. A significant main effect was found for teamwork exercises [F(1, 86) = 2.84, p = .048, one-tailed], but not for problem structure or team size. Post hoc analyses were conducted for team size on computer bridge and iteration scores over time, as well as teamwork exercises effects for each team size. Findings and their implications were reported, along with suggestions for future research on technological problem solving in a team context. / Ph. D.

La tesi si prepone di analizzare il significato di design nel contesto dell’industria agro-alimentare in Italia, con particolare riferimento alle teorie dell’innovazione tramite servizi (Miles et al., 1995; Tether et al., 2001). Precedenti studi sulla professionalizzazione di una disciplina hanno supportato una prima fase di ricerca, durante la quale si è cercato di valutare se si sta sviluppando una disciplina del design agro-alimentare (Hodgson, 2002). Successivamente, la ricerca ha analizzato come le imprese del settore abbiano sviluppato ed integrato specifiche competenze mirate a fare del design uno strumento di crescita innovativa (Jennings e Wood, 1994, Meroni, 2000, Miele e Murdoch, 2002). La metodologia si basa su casi studio tratti da dati di fonte primaria e secondaria. Un primo risultato ha evidenziato l’importanza dell’innovazione di tipo organizzativo, in particolare il lavoro di progetto ed un rapporto frequente con il cliente. Lo studio enfatizza inoltre che le aziende agro-alimentari debbano considerare aspetti legati all’innovazione in concomitanza a quelli legati all’estetica. Nei casi in cui il prodotto non rappresenti l'unica interfaccia col cliente (es. settore vinicolo), la ricerca suggerisce che la funzione di servizio del design emerge come preminente. / This thesis unveils the meaning of design in the context of the agro-food industry in Italy from a service innovation perspective (Miles et al., 1995; Tether et al., 2001). Different theoretical underpinnings have been called: previous studies on the professionalisation of a discipline have helped to assess the extent to which a discipline of agro-food design is emerging (Hodgson, 2002). Additional insight is provided by the analysis of firms and sectors that have integrated design-related expertise into their activities and, consequently, contributed to further our understanding on this matter (Jennings and Wood, 1994, Meroni, 2000, Miele and Murdoch, 2002). A qualitative approach has combined both primary- and secondary-source data. The study indicates that organisational innovations are crucial for the competitiveness of Italian design firms, project-based activity and close relationship with client firms in particular. Case studies on medium and large agro-food firms point to a blurring line between design and marketing. The study emphasises that both the innovation and aesthetic components must be considered. In cases where the product is not the only interface with the client (e.g. winemaking sector), the research suggests that the service trait of the design activity is becoming increasingly relevant.