Abstract
Results of numerous studies indicate that metacognition plays a significant role in students’ design education. Despite the growing number of studies on the role of metacognition, the nature of metacognitive processing in design education and how metacognitive strategies contribute to students’ design are not well understood. Thus, the main purpose of this inquiry was to employ rich qualitative data to construct a detailed conceptual model of metacognitive processes in students’ design-thinking and design-making. This study demonstrates that metacognitive thinking plays an essential role in design idea generation and development and that it is an important part of the creative process in design. Moreover, the resulting model illustrates how components of metacognition interact and can provide insights to educators seeking to enhance the design process and its outcomes for learners.
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