Inquiry-based learning approach for a systematically structured conceptual design process: Design project for disabled people

Main Article Content

H. Güçlü Yavuzcan Özden Sevgül Figen Beyhan

Abstract

With the projects implemented in the 'Design for the Disabled' course in the University 2019-2020 academic year, students are asked to develop solutions for the problems of disabled individuals, which is one of the real-world issues, while gaining professional knowledge such as critical thinking, idea generation and learning the conceptual design process. In addition, it is aimed to increase their learning motivation and interest in social design projects. It was learned that the students did not carry out a design project for disabled individuals in their previous projects. Throughout the semester, students developed their projects with a conceptual design matrix consisting of Data Collection, Primary Analysis, Secondary Analysis, Synthesis, Hypothesis, Preliminary Design and Final Design stages. Students were asked to present their projects at the Final Design stage. The course was conducted through online classes during the Covid-19 Pandemic for twelve weeks. Students are enabled to experience an interdisciplinary critical process. Thus, successful solutions and new models have been developed in projects in terms of product and space.

Article Details

How to Cite
YAVUZCAN, H. Güçlü; SEVGÜL, Özden; BEYHAN, Figen. Inquiry-based learning approach for a systematically structured conceptual design process: Design project for disabled people. Design and Technology Education: an International Journal, [S.l.], v. 26, n. 3, p. 68-101, nov. 2021. ISSN 1360-1431. Available at: <https://ojs.lboro.ac.uk/DATE/article/view/3004>. Date accessed: 04 dec. 2021.
Section
Research