Uncovering Pathways of Design Thinking and Learning: Inquiry on Intellectual Development and Learning Style Preferences

Abstract

The purpose of this study was to explore thought development and learning styles using the Perry scheme of intellectual development and Kolb's experiential learning theory (ELT). One hundred thirty–nine beginning, intermediate, and advanced interior design and architecture students were empirically assessed using the measure of intellectual development, the measure of designing, and the learning style inventory, respectively. The study objectives were to examine thought development and learning styles of interior design and architecture students, determine whether differences exist between design students and normative data, and explore relationships between thought development and learning styles. Supporting previous research using the Perry scheme, students were found in the positions of dualism and multiplicity with global thought development proving more advanced than design thinking. Furthermore, overall thought development appeared significantly higher in the sample than in normative data on college students. Supporting the ELT, the study uncovered the presence of all learning styles with preference toward diverging and accommodating learning noted. In addition, the concrete experience preferences of design students appeared significantly higher in the sample than in normative data on college students. Results indicated no association between learning style and global or discipline–specific thought development level; however, qualitative data provide insights into the ways design students approach thinking and learning.