Based on the results of numerous studies, researchers have found that metacognition, or the ability to "think about thinking," plays a significant role in students' design education. Educators are increasingly focused on metacognition in design education, not only with the subject matter, but also with the development of metacognitive skills for self-regulated and lifelong learning. Since the early 2000s, there have been an increasing number of studies on the role of metacognition in education. However, there is a lack of research on the nature of metacognitive processing in design education and how metacognitive strategies develop in design students. This study focuses on the process of learning, in terms of design thinking, and specifically on the role of metacognitive learning. The purpose of the inquiry is to extend metacognitive theory to design learning and uncover the factors and influences of metacognitive thinking and learning during a student's first year in the Design Lab. In this study, the researcher probed the students' metacognitive ability in different design learning-tasks. The research frames metacognitive aspects of students' learning based on evidence obtained from students while they were working in the Design Lab. The evidence is as follows: verbal description (oral or written), experiential (videos or notes about people in action) and artifactual objects of the learning process (sketches and models). The field studies utilized a constructivist paradigm to examine the various forms of thinking in action, and the actions that occur during a learning-task. Verbal protocol analysis of video recordings of students engaged in selected learning design tasks was used to uncover the metacognitive thinking that develops during the execution of the learning-task. The researcher used a thematic data analysis process to develop an understanding of the data and identify common themes that arose from the investigation. Themes were generated through the interpretation of the data in light of the literature reviewed, the research questions, and the researcher's personal knowledge and intuition. The cyclical process of metacognitive thinking for design students was examined based on three main categories: Reflective process knowledge, reflective process monitoring, and reflective process control. The research reveals that metacognitive thinking plays an important role in design idea generation and development, and is an important part of the creative process in design. As one would expect, based on metacognitive theory, the differences between high-performing and low-performing students are well explained. High-performing students focused more on metacognitive thinking, especially monitoring their design process, while low-performance students were more concerned with cognition, or doing the task. The findings have added new knowledge to the fields of metacognition and self-regulated learning by identifying the conscious thinking process that occurs when students engage in design learning in the first year Design Lab. This knowledge will be helpful to design educators in formulating design learning-tasks for students in their labs in tandem with fully utilizing the environment of their school. / Ph. D. / Researchers have indicated that metacognition or the ability to “think about thinking” plays a significant role in the education of design students. Educators are focusing on metacognition in design education not only to improve students’ performance in design education but also to improve students’ metacognitive skills that can be utilized for self-regulated and lifelong learning. Although there have been increasing number of studies on metacognition in the past decade, there is still a need to further investigate metacognition in design education and also how to develop metacognitive strategies in design students. This study focuses on the influence of metacognition on designers thinking and learning process. The purpose of this research is to extend the current metacognition theories to design environment and uncover the factors and influences of metacognitive thinking and learning during a student’s first year in the Design Lab. In this study the researcher used different design learning-tasks to better understand students’ metacognitive abilities, which is done by analyzing the data acquired from students while they were engaged in the Design Lab. The following types if data was acquired: verbal description (oral or written), experiential (videos or notes about people in action) and artifactual objects of the learning process (sketches and models. To better understand students’ metacognitive thinking, they were video/audio taped as they worked on the design learning-tasks. The researcher used a thematic data analysis process to extract the common themes that existed in the data. Themes were generated by interpreting students’ actions in light of the reviewed literature, the research questions, and the personal knowledge and intuition of the researcher. Metacognitive thinking is divided in to three main subcategories: Reflective process knowledge, reflective process monitoring, and reflective process control. Results indicated that the metacognitive thinking plays an important role in the generation and development of design ideas and is an important part of the creative process in design. The metacognitive theory was able to clearly explain the differences between High-performance and Low-performance students. High-performing students focused more on metacognitive thinking, especially monitoring their design process, while low-performance students were more concerned with cognition, or doing the task. The findings have added new knowledge to the fields of metacognition and self-regulated learning by identifying the conscious thinking process that occurs when students engage in design learning in the first year Design Lab. This knowledge will be helpful to design educators in formulating design learning-tasks for students in their labs in tandem with fully utilizing the environment of their school.

As we move further into the 21st century there are few processes that are more important for us to understand than the creative process. The aim of this thesis is to assist in deepening that understanding. To achieve this a review of the literature is first undertaken. Combining the many different streams of research from the literature results in the development of a four-stage model of the creative thinking process. The four stages are problem definition, idea generation, internal evaluation, and idea expression. While a large range of factors influence the various stages in this model, two factors are identified for further analysis as their effect on creativity is unclear. These two factors are domain-specific knowledge and creative thinking techniques. The first of these factors relates to the first stage of the creative thinking process (problem definition), specifically the extent to which informational cues prime domain specific knowledge that then sets the starting point for the creative combination process. The second factor relates to stage two of the model (idea generation), and the proposition by some researchers and practitioners that creative output can be significantly improved through the use of techniques. While the semantics of these techniques differ, fundamentally all techniques encourage the use of divergent thinking by providing remote associative cues as the basis for idea generation. These creative thinking techniques appear to result in the opening of unusual memory categories to be used in the creative combination process. These two potential influences on the creative outcomes of individuals: 1) domain specific knowledge, and 2) creative thinking techniques, form the basis for an experimental design. Qualitative and quantitative research is undertaken at two of the world's leading advertising agencies, and with two student samples, to identify how creative thinking techniques and domain-specific knowledge, when primed, influence creative outcomes. In order to measure these effects a creative thinking measurement instrument is developed. Results found that both domain-specific knowledge and creative thinking techniques are key influences on creative outcomes. More importantly, results also found interaction effects that significantly extend our current understanding of the effects of both primed domain-specific knowledge and creativity techniques on different sample populations. Importantly, it is found that there is no 'one size fits all' for the use of creative thinking techniques, and to be effectively applied, creative thinking techniques must be developed based upon the respondent's current domain and technique expertise. Moreover, the influence of existing domain-specific knowledge on individual creativity is also dependent upon how that information is primed and the respondent's knowledge of cognitive thinking strategies.

People frequently have problems making multiple devices work together. In this thesis, I use the Research‐through‐Design approach to understand the issues and propose solutions. Through an iterative series of investigations, the problems people have with the connection of multiple devices has been examined, including usability issues, difficulties with the sequential connection procedure, and difficulties performing an action. I found non‐expert users to have difficulties with interpreting and evaluating the devices’ interaction status regarding the sequence of the connection procedure. When an evaluation problem occurs, they have problems dealing with the required sequence or diagnosing the error in their interactions. The problem understanding was examined from additional cases. The comprehension of the problems allowed me to generate design implications and propose a design solution. I proposed two implications with which to solve the stated problem. I suggested helping users evaluate device interaction and reduce unnecessary user interactions. A design framework was suggested as a solution by providing diagrammatic representations of system interaction and signals revealing device status. I then assessed the suggested solutions using paper prototypes, and demonstrated their effectiveness. The improved interfaces helped users evaluate device connection status so they may determine how to proceed with sequential interaction. With the Research‐through‐Design approach constructing knowledge by integrating theories and hypothesis, I found the feature of user‐multiple device interaction in which a user is required to manage the interaction between the devices. A single device cannot aid the user interaction. In the dissertation, I proposed a desirable state of user interaction, which is achieved by two devices revealing connection states together so that a user can earn a useful system image.

Flexible Learning is a personal investigation of the relationship between the design-thinking process and standardized primary education. The problem-solving methods used in graphic design, are studied as a means of enhancing skills among students—skills that are not generally being developed, some of which are creativity, engagement, collaboration, evaluation, refinement, and presentation techniques. While I access and synthesize information from my clients, a child also access and synthesize information from his or her teacher. When a client comes to me with a design request, I research, create, and then present the most appropriate solution. In the classroom, this kind of thinking process is also possible when the teacher offers students the opportunity to solve a problem, usually in the form of a project. I will explain how more intensive and creative application of design thinking process could expand the horizons for whole brain learning and creative thinking among students.

This work presents a compendium of models and taxonomies classifying attributes involved in innovation and creativity. The frameworks proposed by several authors to characterize those processes, provide an approach to the subject and the means to its evaluation, both in qualitative and quantitative form. This work does not focus only on the psychological point of view of creative thinking, instead it considers its practical implications, following the proposals of researchers, developers and users in several knowledge fields, in various professions or academic environments. / El trabajo presenta una recopilación de modelos y taxonomías que brindan clasificaciones de los atributos involucrados en la innovación y la creatividad. Las categorías de los marcos referenciales propuestos por varios autores sobre estos procesos, conducen a una aproximación sobre el tema y la forma de caracterizarla para hacer su medición cualitativa y cuantitativa. El enfoque de esta recopilación de modelos y taxonomías no se centra en el punto de vista psicológico conceptual o experimental del “pensamiento creativo”, sino plantea una visión con un sentido práctico, en función de las propuestas de investigadores, desarrolladores y usuarios en varios campos del conocimiento, para su aplicación en diversas profesiones o ambientes académicos. / O trabalho apresenta uma recopilação dos modelos e taxonomias que oferecem as classificações dos atributos envolvidos na inovação e criatividade. As categorias dos marcos de referência propostos por vários autores sobre estes processos, levam a uma abordagem do tema e de como caracterizá-lo para sua mensuração qualitativa e quantitativa. O foco desta recopilação de modelos e taxonomias não incide no olhar psicológico conceitual ou experi- mental do “pensamento criativo”, mas levanta uma visão com um sentido prático, de acordo com as propostas de pesquisadores, criadores e usuários em vários campos do conhecimento para sua aplicação em várias profissões ou ambientes acadêmicos.

Made available in DSpace on 2016-01-26T18:49:48Z (GMT). No. of bitstreams: 1 NOELI_DISSERTACAO_11_12_2012[1].pdf: 1354153 bytes, checksum: 5f99a77929098da842672e08011777c4 (MD5) Previous issue date: 2012-10-19 / This present work is part of the Masters Degree Program in "Research in Education" offered at a private college institution, and aimed at the studying of physical education teachers portfolio in reflexive formal education. The qualitative research done as a case study, was developed from 2011 to 2012, involving 20 people, taking the 3rd semester of the course, in 2011. The selective process considered these peoples performances while taking the school subject Prática como Componente Curricular (Teaching Practice). Interviews, portfolio analyses and Pedagogical Projects analyses were used as tools to reach the goals, which were: to analyze the Portfolio usage to build the Physical Education teachers thinking process and to guide and keep the track of the Portfolio elaboration while other subjects were being worked. The theoretical reference was focused on Portfolio concept, the thinking process and the development assessment. The results were presented through categories, according to the interviews done and the portfolio analyses as it follows: the under-graduated teachers profile; their perception about their development; their understanding about being a Thinking Teacher; their experience, understanding and thinking process about the Portfolio; the Portfolio as development assessment; the teachers perception about the Portfolio usage as development assessment; the teachers identity development from their experiences with the Portfolio; and the experience interpretation at school in developing teachers. The positive and negative experiences have drawn the teachers development. The Portfolio was a significantly important resource to teachers thinking process. To this study, the initial hypothesis to confront the developing teachers thinking and their performance at Prática como Componente Curricular (Teaching Practice) showed that the Portfolio is indicated to the development assessment since the own author is the main character of ones own story, no matter ones performance. Through the experience, which comes before teacher-student, student-teacher, teacher-school and school-student relationships, it becomes clear that their responsibilities during their development can ensure a future teaching acting based on presumption which surpasses the initial dilemma between the theory and practice. / O presente trabalho, vinculado ao Programa de Pós-Graduação Mestrado em Educação na linha de Pesquisa Formação e Prática Docente dos Profissionais de Ensino, teve como objetivo estudar o Portfólio na formação reflexiva de professores de Educação Física, em um Curso de Licenciatura de uma Instituição Privada, no interior do Estado de São Paulo. A pesquisa, de natureza qualitativa do tipo estudo de caso, foi desenvolvida no período entre 2011 e 2012, com participação de vinte sujeitos que cursavam o terceiro semestre do curso no ano de 2011. A escolha dos sujeitos aconteceu levando-se em consideração seu desempenho na disciplina Prática como Componente Curricular . Os procedimentos utilizados para atingir os objetivos de analisar a utilização do Portfólio na formação reflexiva dos professores de Educação Física em um curso de Licenciatura em Educação Física; orientar e acompanhar o processo de elaboração do Portfólio com o desenvolvimento dos conteúdos de Educação Física na disciplina e a importância da formação reflexiva do futuro professor contaram com a realização de entrevistas, análise dos Portfólios desenvolvidos e análise do Projeto Pedagógico do Curso. O referencial teórico da pesquisa se centrou nos conceitos de Portfólio, pensamento reflexivo e avaliação formativa. Na apresentação dos resultados, optou-se por categorias elaboradas com base nas entrevistas e na análise dos portfólios da seguinte forma: o perfil dos professores em formação; a percepção sobre a formação; o entendimento dos professores sobre ser Professor Reflexivo; a experiência, entendimento e reflexões sobre o Portfólio; o Portfólio na avaliação formativa; a percepção dos professores sobre o uso do Portfólio na avaliação formativa; a formação da identidade do professor baseada nas vivências com o Portfólio e as representações das experiências na escola para a formação. Para os professores em formação, as experiências positivas e negativas direcionavam sua formação. O Portfólio demonstrou ser, neste processo, um espaço significativo e importante para a reflexão desses futuros professores. Para este estudo, a expectativa inicial era de confrontar o pensamento dos professores em formação, intencionalmente, pelo seu desempenho na disciplina Prática como Componente Curricular , o que demonstrou que o Portfólio é indicado para a avaliação formativa, pela singularidade de que o próprio ator é o autor principal de sua história, independentemente de seu desempenho. Valendo-se das vivências, quando o futuro professor se coloca nas relações, professor-aluno, aluno-professor, professor-escola, escola-aluno, torna-se consciente de que sua responsabilidade durante a formação, pode assegurar uma futura ação docente, alicerçada em pressupostos que extrapolam o dilema inicial entre a teoria e a prática.

Made available in DSpace on 2016-01-26T18:49:48Z (GMT). No. of bitstreams: 1 NOELI_DISSERTACAO_11_12_2012[1].pdf: 1354153 bytes, checksum: 5f99a77929098da842672e08011777c4 (MD5) Previous issue date: 2012-10-19 / O presente trabalho, vinculado ao Programa de Pós-Graduação Mestrado em Educação na linha de Pesquisa Formação e Prática Docente dos Profissionais de Ensino, teve como objetivo estudar o Portfólio na formação reflexiva de professores de Educação Física, em um Curso de Licenciatura de uma Instituição Privada, no interior do Estado de São Paulo. A pesquisa, de natureza qualitativa do tipo estudo de caso, foi desenvolvida no período entre 2011 e 2012, com participação de vinte sujeitos que cursavam o terceiro semestre do curso no ano de 2011. A escolha dos sujeitos aconteceu levando-se em consideração seu desempenho na disciplina Prática como Componente Curricular . Os procedimentos utilizados para atingir os objetivos de analisar a utilização do Portfólio na formação reflexiva dos professores de Educação Física em um curso de Licenciatura em Educação Física; orientar e acompanhar o processo de elaboração do Portfólio com o desenvolvimento dos conteúdos de Educação Física na disciplina e a importância da formação reflexiva do futuro professor contaram com a realização de entrevistas, análise dos Portfólios desenvolvidos e análise do Projeto Pedagógico do Curso. O referencial teórico da pesquisa se centrou nos conceitos de Portfólio, pensamento reflexivo e avaliação formativa. Na apresentação dos resultados, optou-se por categorias elaboradas com base nas entrevistas e na análise dos portfólios da seguinte forma: o perfil dos professores em formação; a percepção sobre a formação; o entendimento dos professores sobre ser Professor Reflexivo; a experiência, entendimento e reflexões sobre o Portfólio; o Portfólio na avaliação formativa; a percepção dos professores sobre o uso do Portfólio na avaliação formativa; a formação da identidade do professor baseada nas vivências com o Portfólio e as representações das experiências na escola para a formação. Para os professores em formação, as experiências positivas e negativas direcionavam sua formação. O Portfólio demonstrou ser, neste processo, um espaço significativo e importante para a reflexão desses futuros professores. Para este estudo, a expectativa inicial era de confrontar o pensamento dos professores em formação, intencionalmente, pelo seu desempenho na disciplina Prática como Componente Curricular , o que demonstrou que o Portfólio é indicado para a avaliação formativa, pela singularidade de que o próprio ator é o autor principal de sua história, independentemente de seu desempenho. Valendo-se das vivências, quando o futuro professor se coloca nas relações, professor-aluno, aluno-professor, professor-escola, escola-aluno, torna-se consciente de que sua responsabilidade durante a formação, pode assegurar uma futura ação docente, alicerçada em pressupostos que extrapolam o dilema inicial entre a teoria e a prática.

Made available in DSpace on 2016-07-18T17:54:18Z (GMT). No. of bitstreams: 1 NOELI_DISSERTACAO_11_12_2012[1].pdf: 1354153 bytes, checksum: 5f99a77929098da842672e08011777c4 (MD5) Previous issue date: 2012-10-19 / This present work is part of the Masters Degree Program in "Research in Education" offered at a private college institution, and aimed at the studying of physical education teachers portfolio in reflexive formal education. The qualitative research done as a case study, was developed from 2011 to 2012, involving 20 people, taking the 3rd semester of the course, in 2011. The selective process considered these peoples performances while taking the school subject Prática como Componente Curricular (Teaching Practice). Interviews, portfolio analyses and Pedagogical Projects analyses were used as tools to reach the goals, which were: to analyze the Portfolio usage to build the Physical Education teachers thinking process and to guide and keep the track of the Portfolio elaboration while other subjects were being worked. The theoretical reference was focused on Portfolio concept, the thinking process and the development assessment. The results were presented through categories, according to the interviews done and the portfolio analyses as it follows: the under-graduated teachers profile; their perception about their development; their understanding about being a Thinking Teacher; their experience, understanding and thinking process about the Portfolio; the Portfolio as development assessment; the teachers perception about the Portfolio usage as development assessment; the teachers identity development from their experiences with the Portfolio; and the experience interpretation at school in developing teachers. The positive and negative experiences have drawn the teachers development. The Portfolio was a significantly important resource to teachers thinking process. To this study, the initial hypothesis to confront the developing teachers thinking and their performance at Prática como Componente Curricular (Teaching Practice) showed that the Portfolio is indicated to the development assessment since the own author is the main character of ones own story, no matter ones performance. Through the experience, which comes before teacher-student, student-teacher, teacher-school and school-student relationships, it becomes clear that their responsibilities during their development can ensure a future teaching acting based on presumption which surpasses the initial dilemma between the theory and practice. / O presente trabalho, vinculado ao Programa de Pós-Graduação Mestrado em Educação na linha de Pesquisa Formação e Prática Docente dos Profissionais de Ensino, teve como objetivo estudar o Portfólio na formação reflexiva de professores de Educação Física, em um Curso de Licenciatura de uma Instituição Privada, no interior do Estado de São Paulo. A pesquisa, de natureza qualitativa do tipo estudo de caso, foi desenvolvida no período entre 2011 e 2012, com participação de vinte sujeitos que cursavam o terceiro semestre do curso no ano de 2011. A escolha dos sujeitos aconteceu levando-se em consideração seu desempenho na disciplina Prática como Componente Curricular . Os procedimentos utilizados para atingir os objetivos de analisar a utilização do Portfólio na formação reflexiva dos professores de Educação Física em um curso de Licenciatura em Educação Física; orientar e acompanhar o processo de elaboração do Portfólio com o desenvolvimento dos conteúdos de Educação Física na disciplina e a importância da formação reflexiva do futuro professor contaram com a realização de entrevistas, análise dos Portfólios desenvolvidos e análise do Projeto Pedagógico do Curso. O referencial teórico da pesquisa se centrou nos conceitos de Portfólio, pensamento reflexivo e avaliação formativa. Na apresentação dos resultados, optou-se por categorias elaboradas com base nas entrevistas e na análise dos portfólios da seguinte forma: o perfil dos professores em formação; a percepção sobre a formação; o entendimento dos professores sobre ser Professor Reflexivo; a experiência, entendimento e reflexões sobre o Portfólio; o Portfólio na avaliação formativa; a percepção dos professores sobre o uso do Portfólio na avaliação formativa; a formação da identidade do professor baseada nas vivências com o Portfólio e as representações das experiências na escola para a formação. Para os professores em formação, as experiências positivas e negativas direcionavam sua formação. O Portfólio demonstrou ser, neste processo, um espaço significativo e importante para a reflexão desses futuros professores. Para este estudo, a expectativa inicial era de confrontar o pensamento dos professores em formação, intencionalmente, pelo seu desempenho na disciplina Prática como Componente Curricular , o que demonstrou que o Portfólio é indicado para a avaliação formativa, pela singularidade de que o próprio ator é o autor principal de sua história, independentemente de seu desempenho. Valendo-se das vivências, quando o futuro professor se coloca nas relações, professor-aluno, aluno-professor, professor-escola, escola-aluno, torna-se consciente de que sua responsabilidade durante a formação, pode assegurar uma futura ação docente, alicerçada em pressupostos que extrapolam o dilema inicial entre a teoria e a prática.

Made available in DSpace on 2016-07-18T17:54:18Z (GMT). No. of bitstreams: 1 NOELI_DISSERTACAO_11_12_2012[1].pdf: 1354153 bytes, checksum: 5f99a77929098da842672e08011777c4 (MD5) Previous issue date: 2012-10-19 / O presente trabalho, vinculado ao Programa de Pós-Graduação Mestrado em Educação na linha de Pesquisa Formação e Prática Docente dos Profissionais de Ensino, teve como objetivo estudar o Portfólio na formação reflexiva de professores de Educação Física, em um Curso de Licenciatura de uma Instituição Privada, no interior do Estado de São Paulo. A pesquisa, de natureza qualitativa do tipo estudo de caso, foi desenvolvida no período entre 2011 e 2012, com participação de vinte sujeitos que cursavam o terceiro semestre do curso no ano de 2011. A escolha dos sujeitos aconteceu levando-se em consideração seu desempenho na disciplina Prática como Componente Curricular . Os procedimentos utilizados para atingir os objetivos de analisar a utilização do Portfólio na formação reflexiva dos professores de Educação Física em um curso de Licenciatura em Educação Física; orientar e acompanhar o processo de elaboração do Portfólio com o desenvolvimento dos conteúdos de Educação Física na disciplina e a importância da formação reflexiva do futuro professor contaram com a realização de entrevistas, análise dos Portfólios desenvolvidos e análise do Projeto Pedagógico do Curso. O referencial teórico da pesquisa se centrou nos conceitos de Portfólio, pensamento reflexivo e avaliação formativa. Na apresentação dos resultados, optou-se por categorias elaboradas com base nas entrevistas e na análise dos portfólios da seguinte forma: o perfil dos professores em formação; a percepção sobre a formação; o entendimento dos professores sobre ser Professor Reflexivo; a experiência, entendimento e reflexões sobre o Portfólio; o Portfólio na avaliação formativa; a percepção dos professores sobre o uso do Portfólio na avaliação formativa; a formação da identidade do professor baseada nas vivências com o Portfólio e as representações das experiências na escola para a formação. Para os professores em formação, as experiências positivas e negativas direcionavam sua formação. O Portfólio demonstrou ser, neste processo, um espaço significativo e importante para a reflexão desses futuros professores. Para este estudo, a expectativa inicial era de confrontar o pensamento dos professores em formação, intencionalmente, pelo seu desempenho na disciplina Prática como Componente Curricular , o que demonstrou que o Portfólio é indicado para a avaliação formativa, pela singularidade de que o próprio ator é o autor principal de sua história, independentemente de seu desempenho. Valendo-se das vivências, quando o futuro professor se coloca nas relações, professor-aluno, aluno-professor, professor-escola, escola-aluno, torna-se consciente de que sua responsabilidade durante a formação, pode assegurar uma futura ação docente, alicerçada em pressupostos que extrapolam o dilema inicial entre a teoria e a prática.

This thesis investigates the impacts of introducing creative experiences in a rigid organization. Based on the methodology suggested by Strauss and Corbin (1998) I have conducted a qualitative study through 8 semi-structured interviews of heterogeneous profiles in an organization where I worked for two years as an apprentice. Specific creative experiences were introduced in order to improve the internal communication, facilitate an organizational change transition and sustain a better social climate. I aimed at understanding the impacts resulting from experiencing such activities both at an individual and organizational level. My findings reveal three positive categories (well-being, corporate affiliation and organizational change facilitation) and three negative categories (individual irritations and a lack of coherence with the corporate identity). I conclude my work with the possible reasons justifying unexpected negative results, stating that trustworthy leadership and the corporate culture are essential when introducing such collaborative activities. My thesis might contribute to the discussions of creative problem solving for the sake of communication and values-added resulting from creative interventions in organizations.