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Never Mind the Prescriptions, Bring on the Descriptions: Students' Representations of Inquiry-Driven Design
PROCEEDINGS

Association for Educational Communications and Technology Annual Meeting,

Abstract

Instead of designing by following prescriptive models, students may benefit by approaching design as a process of free inquiry. This paper considers the impact of this inquiry-based approach on students' thinking by considering the ways that students represented the design process at the end of an inquiry-based design course.

Citation

Knowlton, D.S. (2005). Never Mind the Prescriptions, Bring on the Descriptions: Students' Representations of Inquiry-Driven Design. Presented at Association for Educational Communications and Technology Annual Meeting 2005. Retrieved November 16, 2019 from .

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