This dissertation describes the teaching and learning experiences of teachers and students in an interior design class. Student-teacher studio interactions were videotaped and documented during the 2000-2001 academic school year, in a three-year bachelor interior design university program. Phenomenological and interpretive methods were used for the gathering, analysis and interpretation of the data. The questions that guided the study include (1) What happens in the interior design class, (2) How do teachers respond to perceived problems of understanding, and how do I work with my colleagues to tailor the ways that we see students learning the design process, and (3) A study of the learning environment: what are the students doing and how do they respond to our ideas. The purpose was to understand meanings held in design processes as student-situated experiences in the design studio. The analysis was done as dialectic between narrative text and diagrammatic conceptual analysis. Individual conversations were interpreted and analysed through the use of reflective analytic memoing and visual diagrams conceptualising of the issues and emerging analysis. There were many underlying messages that became evident during the data analysis itself. The data revealed that students were frustrated by several underlying messages. Negotiations and dynamics operated in both the self-contained data group and within the larger social design studio milieu itself. The data captured many issues that remained unanswered until theoretical sampling was conducted later in the analysis phase. This theoretical sampling consisted of further conversations with the data group students, focus groups, individual conversations with colleagues and students, and a comparative teaching experience with a new group of students in the same studio class one year later. The culmination of the original data, the conversations, the comparative data analysis and subsequent reflective analysis revealed the difficulties in capturing the nature of the design process and in defining what is interior design. Clarification of meaning in interior design lays the foundation for the design process exploration. Emergent issues include the need for teacher and student reflexive thinking that reaches beyond the confines of the studio, and the importance of the interrelationship between the teacher and the student in creating the learning experience.
| Identifer | oai:union.ndltd.org:LACETR/oai:collectionscanada.gc.ca:QMM.19491 |
| Date | January 2003 |
| Creators | Poldma, Tiiu Vaikla |
| Publisher | McGill University |
| Source Sets | Library and Archives Canada ETDs Repository / Centre d'archives des thèses électroniques de Bibliothèque et Archives Canada |
| Language | English |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Format | application/pdf |
| Coverage | Doctor of Philosophy (Department of Integrated Studies in Education) |
| Rights | All items in eScholarship@McGill are protected by copyright with all rights reserved unless otherwise indicated. |
| Relation | alephsysno: 002021066, Theses scanned by McGill Library. |
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