Research on Influence on Imaginative Thinking of Design Students in Taiwanese Universities and Technology Universities

• Main Authors: Yi-Chen Chen, 陳怡真
• Other Authors: Hsiang-Tang Chang
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/27691231415372250132

碩士 === 國立高雄第一科技大學 === 機械與自動化工程系工業設計碩士班 === 101 === For design students in univeristies, their imaginative thinking will influence their design works. Inspiring the imaginative thinking of the students is the major object for design educators. In Taiwan, university- and technology-university-students indeed have differences performance in the forming, proceeding, and achievement of imaginative thinking, and the differences could be caused by the students themselves, educational environment, instructor’s pedagogy and evaluation. Therefore, the purpose of this research was to explore the exhibition, influence and difference of imaginative thinking of design students between university and technology university. According to the existing references, imagination- and imaginative-thinking- related factors was reached and then an “autonalysis form for student’s characteristic” was developed. Further, the autonalysis form was applied in a teaching experiment with a “teaching material for increasing design imaginative tinking” and a “scoring scale for student’s performance.” The teaching experiement was planed for investigating and discussing the factors and their differences for imaginative thinking in design process, and also for testing and verifying the teaching material. After analyzing data of the experiment, the conclusions of this research are: (1) More university-students are in accommodating learning style and more technology-university-students are in converging learning style; (2) University-students had more confidence than technology-university-students when design imaginative thinking; (3) Technology-university-students were satisfied with their learning environment than university-students; (4) The teaching material was conducive to different educational environments and design topics, the instructors preferred the students who collected pluralistic information but they were not be influenced by more idea drafts in the judging.