{"title":"Donald Schön传统方法之外的设计工作室","authors":"Eric Arentsen Morales","doi":"10.20868/cpa.2019.9.4555","DOIUrl":null,"url":null,"abstract":"The model is based on a strong constructivist approach (even though the term was coined later), and was not systematized until Schön formulated his interpretation in the 1980s. Based on Dewey’s postulates2 on active learning, he described the design studio as an educational model for reflection in action3 in his book ‘Educating the Reflective Practitioner’, thus inserting the teachinglearning processes historically developed by architects and designers into contemporary education theories.","PeriodicalId":30317,"journal":{"name":"Cuadernos de Proyectos Arquitectonicos","volume":null,"pages":null},"PeriodicalIF":0.1000,"publicationDate":"2019-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"The Design Studio beyond Donald Schön´s Traditional Approach\",\"authors\":\"Eric Arentsen Morales\",\"doi\":\"10.20868/cpa.2019.9.4555\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"The model is based on a strong constructivist approach (even though the term was coined later), and was not systematized until Schön formulated his interpretation in the 1980s. Based on Dewey’s postulates2 on active learning, he described the design studio as an educational model for reflection in action3 in his book ‘Educating the Reflective Practitioner’, thus inserting the teachinglearning processes historically developed by architects and designers into contemporary education theories.\",\"PeriodicalId\":30317,\"journal\":{\"name\":\"Cuadernos de Proyectos Arquitectonicos\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.1000,\"publicationDate\":\"2019-12-30\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Cuadernos de Proyectos Arquitectonicos\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.20868/cpa.2019.9.4555\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"0\",\"JCRName\":\"ARCHITECTURE\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Cuadernos de Proyectos Arquitectonicos","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.20868/cpa.2019.9.4555","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"0","JCRName":"ARCHITECTURE","Score":null,"Total":0}
The Design Studio beyond Donald Schön´s Traditional Approach
The model is based on a strong constructivist approach (even though the term was coined later), and was not systematized until Schön formulated his interpretation in the 1980s. Based on Dewey’s postulates2 on active learning, he described the design studio as an educational model for reflection in action3 in his book ‘Educating the Reflective Practitioner’, thus inserting the teachinglearning processes historically developed by architects and designers into contemporary education theories.
求助内容：
应助结果提醒方式：
京公网安备 11010802042870号
