Thirteenth International Conference on Design Principles & Practices

Abstract

As design education continues to be based on studio pedagogy, an area that needs further exploration is the interactive boundary of the interior design studio. Critical conversations as a part of studio interactions that are crucial in the interior design students’ spatial knowledge construction are the focus of this study. Conversations might expand to spheres outside the studio; they might extend beyond physical spaces of the studio and can range from the contextual, theoretical and practical. Furthermore, they are facilitated not only by the tutors but can be initiated by the students themselves. Based on Schön’s epistemology of teaching and learning of tacit knowledge, transformative learning theory, Piaget’s Constructivism and Vygotsky’s socio-cultural theory, this paper highlights the potential of peer conversations as a testing ground for ideas, verifying arguments and decision-making. Using a multiple case study methodology, this study follows the development of eight students in different years of the Environment and Interior Design discipline of the School of Design, The Hong Kong Polytechnic University using extensive studio observations and in-depth interview methods. Insights gained from the study might suggest new teaching and learning methodologies applicable in the above mentioned frontiers of interaction.