Beginning Level Interior Design Students' Perceptions and Use of Research in the Design Process

Autor/in	Dazkir, Sibel Seda
Titel	Beginning Level Interior Design Students' Perceptions and Use of Research in the Design Process
Quelle	In: International Journal for the Scholarship of Teaching and Learning, 13 (2019) 3, Artikel 9 (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-4744
Schlagwörter	Interior Design; Undergraduate Students; Student Attitudes; Research Utilization; Research Skills; Value Judgment; Journal Articles; Student Research; Information Seeking; Search Strategies + Suchen Sie Ihr Suchwort? Raumgestaltung; Schülerverhalten; Forschungsumsetzung; Forschungsleistung; Werturteil; Journal article; Zeitschriftenaufsatz; Studentenforschung; Informationserschließung; Suchstrategie
Abstract	This study was focused on beginning-level interior design undergraduate students' perceptions, experience, and use of literary research. The data were collected through a questionnaire that was administered to 67 students. The findings indicated that the majority of the students searched for information in their classes, and the participants were aware of the importance of research. However, only 63% of them reported using credible sources in their literary research, and less than half of the respondents knew what a peer-reviewed journal article is. Based on the findings, it was suggested that students need to develop skills in conducting literary research using credible sources, and they need more exposure to research-inspired design and a wider range of topics that they could research in interior design. The findings could be used to develop new teaching strategies and to improve assignment handouts related to research-inspired design in interior design education. (As Provided).
Anmerkungen	Centers for Teaching & Technology at Georgia Southern University. IJ-SoTL, Georgia Southern University, Henderson Library 1301, Statesboro, GA 30460. e-mail: sotlij@georgiasouthern.edu; Web site: http://digitalcommons.georgiasouthern.edu/ij-sotl/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01