Are There Lasting Effects of a Schema Based Learning System in Interior Design Studio?

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2006-03-01
Authors
Brunner, Lori
Fowles, Dorothy
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Stone, Lori
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Art and Design (1919–2012)

The Department of Art and Design offered the degree Bachelor of Fine Arts in three curricular areas: Graphic Design, Integrated Studio Arts, and Interior Design. The department also offered the degree Bachelor of Arts in Art and Design. The department also participated in the undergraduate minor in design studies.

The department offered the degrees of Master of Fine Arts in Graphic Design, Integrated Visual Arts and Interior Design, and Master of Arts in Art and Design, with degree specialization in interior design, graphic design and environmental graphic design. Graduates have a broad understanding of visual communication, problem solving, and interdisciplinary studies.

History
The Department of Applied Art was first recognized as a department in the Division of Home Economics in 1919. The department was incorporated into the College of Design in 1978. The name was changed to the Department of Art and Design in November 1978. In 2012, the Department of Art and Design was divided into four departments Graphic Design, Industrial Design, Interior Design and Integrated Studio Arts.

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1919–2012

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  • Department of Applied Art
  • Department of Domestic Art

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Art and Design (1919–2012)
Abstract

Gallini (1989) argues that, “the ability to combine a collection of problems into a meaningful representation, or schema facilitates learning” (p. 244). In a previous study, it was found that introducing a schema-based learning system in the design studio assisted novice designers in a structured, purposeful process, where they began to see patterns of information and use these patterns to develop and refine their design solutions. Their design solutions proved to be significantly better than the other students who did not utilize the instructional interventions. But, does this instructional intervention have any lasting effects with this same group of students? Do these skills transfer to new or novel tasks after a period of time ? The aim of this study is to measure the lasting effects of this learning tool by following this group of students through a new set of transfer tasks approximately one year after the original instructional intervention. Like the previous year study, the effectiveness characteristics were examined from four main areas of a design project: 1) organization of information, 2) categorization of information, 3) application of theory, and 4) overall design. The following research questions were addressed: 1. What are the lasting effects of the schema-based learning tools after one year from the initial implementation of the instructional intervention? Or, what are the problem solving transfer effects of the instructional intervention? 2. Do students, who use these schema-based learning tools, develop projects that are more organized, categorized, more theoretically-based, and have better overall designs, than students who do not use such learning tools?

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Sun Jan 01 00:00:00 UTC 2006