Abstract
AbstractThe present research focuses on the analysis of student evolution based on design methods. The investigation took place during the past semester at Design for Sustainability (D4S) Master’s Course at the Faculty of Fine Arts, University of Lisbon (FBAUL). During this time, the student’s knowledge and skills were documented from the start. The process was planned, the learning path recorded, and the key moments were reflected. Step by step, students performed a set of theoretical-practical exercises. A protocol to register the process that was created, allowing the students to navigate through the design development more consciously and autonomously. With this methodology, it was possible to observe the students shift from an early stage of reserve and uncertainty to another thinking structure developed as a positive change. All this process was experimental research where our teaching performance was justified by ‘Learning by Design’ concepts and theory. KeywordsDesign teachingDesign learningDesign methodsDesign research
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