About this paper

Appears in:
Pages: 1291-1294
Publication year: 2009
ISBN: 978-84-613-2953-3
ISSN: 2340-1095

Conference name: 2nd International Conference of Education, Research and Innovation
Dates: 16-18 November, 2009
Location: Madrid, Spain


N. Turan

Wentworth Instritute of Technology (UNITED STATES)
Design is a cognitive process from its conception to its development. In this creative activity, the designer’s intuition, imagination and conceptualization are complementary to the rational decision-making. Concept used as one of the regulators of design helps design to develop in a holistic manner, given that the concept is in constant dialogue with the programmatic requirements and materiality, and the student to see the broader picture beyond mere functionality. This paper explores the impact of concept use in the initial phase of design upon the final design product.

An empirical research, which looks onto the correlation between concept as a cognitive faculty and the success of the design among interior design students, constitutes this study.
The hypotheses tested is:
-Those who started the design process with a concept or a pre-design form are able to develop the design easier and are more successful than those who start without a concept or a pre-design form. Without changing or interfering with the usual studio operations and without letting the students know about it, the empirical study has been intended to see whether the design students start the design process with a concept or a main idea and develop their design accordingly, and whether there is a correlation, if any, between how they proceed with the design and the evaluation of the final design product. The study, conducted among 30 design students over a two-semester period, and the results of the statistical analysis support the hypotheses.

The intention of the study is to observe and make propositions in the realm of design education. The goal is not to determine how the design education should be conducted, but rather to explore what factors are useful as design tools for the student. Within this aim, this study is not one that provides rules, but rather one that questions and searches for more effective pedagogical design tools.

[1] Finke, R. A., Ward, T. B. and Smith, S. M. (1992). Creative cognition: Theory, research, andapplication. Cambridge, MA: MIT Press.
[2] Goel, V. (1995). Sketches of thought. Cambridge, MA: MIT Press.
[3] Lawson, B. (2000). How designers think: The design process demystified. 3rd ed.; Oxford: Architectural Press (1980).
[4] Turan N. (2002). Imagination and Concept as cognitive Faculties in design Process, Unpublished PhD. Thesis. Istanbul Technical University.
author = {Turan, N.},
series = {2nd International Conference of Education, Research and Innovation},
booktitle = {ICERI2009 Proceedings},
isbn = {978-84-613-2953-3},
issn = {2340-1095},
publisher = {IATED},
location = {Madrid, Spain},
month = {16-18 November, 2009},
year = {2009},
pages = {1291-1294}}
AU - N. Turan
SN - 978-84-613-2953-3/2340-1095
PY - 2009
Y1 - 16-18 November, 2009
CI - Madrid, Spain
JO - 2nd International Conference of Education, Research and Innovation
JA - ICERI2009 Proceedings
SP - 1291
EP - 1294
ER -
N. Turan (2009) CONCEPT IN DESIGN PROCESS , ICERI2009 Proceedings, pp. 1291-1294.