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Design Feedback that Stimulates Children’s Creative Thinking: A Feedback Intervention

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Documents

  • Alice Schut, Delft University of Technology, Delft, The Netherlands, Netherlands
  • Maarten Van Mechelen
  • Remke M. Klapwijk, Delft University of Technology, Delft, The Netherlands, Netherlands
  • Mathieu Gielen, Delft University of Technology, Delft, The Netherlands, Netherlands
  • Marc J. de Vries, Delft University of Technology, Delft, The Netherlands, Netherlands
Designing is an inherently creative process in which divergent (generative) and convergent (evaluative) thinking drive the creation and development of a design. Nevertheless, navigating these creative thinking processes is not an easy endeavour, especially for young novice designers. In Design & Technology education, design feedback is often seen as an essential pedagogical tool to help guide novice designers' divergent and convergent paths while designing. Although design feedback can help the creative design process greatly, this does not happen by default. This paper reports on the construction and utilization of a design feedback intervention during a real-life design project with two groups of primary school children (aged 7-12). The goal of the intervention was to stimulate the young novice designers' creative thinking by guiding the design feedback dialogues with their peers and clients. It guides convergent and divergent design feedback to minimize the resistance towards the feedback and creates openness for new processes of reflection, evaluation, and generation. Our main contribution entails a detailed understanding of the successes and obstacles within the feedback dialogues, as guided by the new feedback intervention, and possible future improvements. Overall, the results show that the intervention can support young novice designers, their peers, and clients in engaging in constructive feedback dialogues, thereby stimulating their creative thinking.
Original languageEnglish
Title of host publication38th Conference on Pupils' Attitudes Toward Technology (PATT38)
Publication year2021
Pages128-139
Publication statusPublished - 2021

    Research areas

  • Design feedback, Divergent thinking, Convergent thinking, Design fixation, Creative thinking, Design Research, Creativity research, Maker education, K-12 education, Participatory design, #CTTD

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