Please use this identifier to cite or link to this item: https://hdl.handle.net/20.500.11851/2913
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dc.contributor.authorYalçın, Meryem-
dc.contributor.authorBozdayı, Ayşe Müge-
dc.date.accessioned2019-12-25T14:27:21Z
dc.date.available2019-12-25T14:27:21Z
dc.date.issued2018
dc.identifier.citationYalcin, M., & Bozdayi, A. M. (2018). Successive and Constructive Design Education as Source of Sustainable Creativity: Gap between Preschool and Undergraduate Design Education.en_US
dc.identifier.issn2155-7993
dc.identifier.urihttp://academicstar.us/issueshow.asp?daid=2306-
dc.identifier.urihttps://hdl.handle.net/20.500.11851/2913-
dc.description.abstractIn a society characterized by uncertainty and rapid change, the ability of think creatively is becoming the key of success and satisfaction, both professionally and personally (Florida, 2002). For today’s student, nothing is more important than learning to think creatively — learning to come up with innovative solutions to the unexpected situations that will continually arise in their lives (Sawyer, 2002). Design education handled both pedagogically and professionally by designers for a perceptual, critical and analytic point of view starting from the kindergarten constructing progressively up on till the undergraduate education. The literature suggests that design students should learn by experiencing, reflecting, thinking and doing in the process of finding solutions to the assigned design problems not only in the preschool education but also in students’ entire academic life covering undergraduate education. This study’s argument is; design education should be successive and constructive put top of each other. Correspondingly, another offer is a sample of survey done as a demonstration of the significance and role of continues design education from kindergarten to undergraduate.en_US
dc.language.isoenen_US
dc.publisherAcademic Star Publishing Companyen_US
dc.relation.ispartofJournal of Modern Education Reviewen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectdesignen_US
dc.subjecteducationen_US
dc.subjectsuccessiveen_US
dc.subjectconstructiveen_US
dc.subjectcreativityen_US
dc.titleSuccessive and Constructive Design Education as Source of Sustainable Creativity: Gap between Preschool and Undergraduate Design Educationen_US
dc.typeArticleen_US
dc.departmentFaculties, Faculty of Fine Arts Design and Architecture, Department of Interior Architecture and Environmental Designen_US
dc.departmentFakülteler, Güzel Sanatlar, Tasarım ve Mimarlık Fakültesi, İç Mimarlık ve Çevre Tasarımı Bölümütr_TR
dc.identifier.volume8
dc.identifier.issue4
dc.identifier.startpage314
dc.identifier.endpage321
dc.institutionauthorYalçın, Meryem-
dc.institutionauthorBozdayı, Ayşe Müge-
dc.contributor.YOKid133325-
dc.contributor.YOKid11530-
dc.relation.publicationcategoryMakale - Ulusal Hakemli Dergi - Kurum Öğretim Elemanıen_US
item.fulltextNo Fulltext-
item.grantfulltextnone-
item.openairetypeArticle-
item.openairecristypehttp://purl.org/coar/resource_type/c_18cf-
item.languageiso639-1en-
item.cerifentitytypePublications-
crisitem.author.dept06.04. Department of Interior Architecture and Environmental Design-
Appears in Collections:İç Mimarlık ve Çevre Tasarımı Bölümü / Department of Interior Architecture and Environmental Design
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