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dc.contributor.authorDiMli Oraklibel, Renk
dc.contributor.authorÜlkebaş, Selen Devrim
dc.contributor.authorOygur, Isil
dc.date.accessioned2021-01-26T17:03:49Z
dc.date.available2021-01-26T17:03:49Z
dc.date.issued2018
dc.identifier.isbn9781912254026
dc.identifier.urihttps://hdl.handle.net/20.500.12469/3739
dc.description.abstractThis study reports findings from the administration of Creative Engineering Design Assessment (CEDA) to product design. The aim is to assess the applicability of CEDA in this discipline for the analysis of students’ level of creative problem-solving (CPS) abilities throughout the years of product design education. CEDA measures CPS in four dimensions; i.e., originality, usefulness, flexibility and fluency. 225 students studying at three universities from Istanbul, Turkey completed CEDA on a voluntary basis. The analysis of the data indicates statistically significant differences between 3rd and 4th (on originality), 1st and 3rd (on usefulness), 2nd and 4th (on originality and usefulness), and 1st and 4th (on all dimensions) year students’ CEDA scores. Originality aspect of creativity seems to develop more as the students get into their final year, whereas the usefulness develops starting from the second year. While CEDA was useful as a tool to discuss our studio pedagogies, our experience in applying it in the context of product design illustrates the need to revise the instrument according to the nature of this discipline.en_US
dc.language.isoEnglishen_US
dc.publisherInstitution of Engineering Designers, The Design Societyen_US
dc.subjectCEDAen_US
dc.subjectCreative problem-solvingen_US
dc.subjectMillennialsen_US
dc.subjectProduct design educationen_US
dc.titleCreative problem-solving assessment and product design educationen_US
dc.typeBook chapteren_US
dc.relation.journalProceedings of the 20th International Conference on Engineering and Product Design Education,en_US
dc.contributor.khasauthorÜlkebaş, Selen Devrimen_US


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