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Teaching innovative design reasoning: How concept-knowledge theory can help overcome fixation effects

Author

Listed:
  • Armand Hatchuel

    (CGS i3 - Centre de Gestion Scientifique i3 - Mines Paris - PSL (École nationale supérieure des mines de Paris) - PSL - Université Paris Sciences et Lettres - I3 - Institut interdisciplinaire de l’innovation - CNRS - Centre National de la Recherche Scientifique)

  • Pascal Le Masson

    (CGS i3 - Centre de Gestion Scientifique i3 - Mines Paris - PSL (École nationale supérieure des mines de Paris) - PSL - Université Paris Sciences et Lettres - I3 - Institut interdisciplinaire de l’innovation - CNRS - Centre National de la Recherche Scientifique)

  • Benoit Weil

    (CGS i3 - Centre de Gestion Scientifique i3 - Mines Paris - PSL (École nationale supérieure des mines de Paris) - PSL - Université Paris Sciences et Lettres - I3 - Institut interdisciplinaire de l’innovation - CNRS - Centre National de la Recherche Scientifique)

Abstract

How can we prepare engineering students to work collectively on innovative design issues, involving ill-defined, "wicked" problems? Recent works have emphasized the need for students to learn to combine divergent and convergent thinking in a collaborative, controlled manner. From this perspective, teaching must help them overcome four types of obstacles or "fixation effects" (FEs) that are found in the generation of alternatives, knowledge acquisition, collaborative creativity, and creativity processes. We begin by showing that teaching based on concept-knowledge (C-K) theory can help to manage FEs because it helps to clarify them and then to overcome them by providing means of action. We show that C-K theory can provide scaffolding to improve project-based learning (PBL), in what we call project-based critical learning (PBCL). PBCL helps students be critical and give due thought to the main issues in innovative design education: FEs. We illustrate the PBCL process with several cases and show precisely where the FEs appear and how students are able to overcome them. We conclude by discussing two main criteria of any teaching method, both of which are usually difficult to address in situations of innovative design teaching. First, can the method be evaluated? Second, is the chosen case "realistic" enough? We show that C-K-based PBCL can be rigorously evaluated by teachers, and we discuss the circumstances in which a C-K-based PBCL may or may not be realistic.

Suggested Citation

  • Armand Hatchuel & Pascal Le Masson & Benoit Weil, 2011. "Teaching innovative design reasoning: How concept-knowledge theory can help overcome fixation effects," Post-Print hal-00660245, HAL.
    • Handle: RePEc:hal:journl:hal-00660245
    DOI: 10.1017/S089006041000048X
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    Citations

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    Cited by:

    1. Louis-Etienne Dubois & Pascal Le Masson & Benoit Weil & Patrick Cohendet, 2014. "From organizing for innovation to innovating for organization: how co-design brings about change in organizations," Post-Print hal-01485082, HAL.
    2. Quentin Plantec & Pascal Le Masson & Benoit Weil, 2019. "The role of participating in user-driven research projects on scholar's academic performances: a model through C-K design theory," Post-Print hal-02165721, HAL.
    3. Benjamin Cabanes & Stéphane Hubac & Pascal Le Masson & Benoit Weil, 2021. "Improving reliability engineering in product development based on design theory: the case of FMEA in the semiconductor industry," Post-Print hal-03143866, HAL.
    4. Camila Freitas Salgueiredo, 2013. "Modeling inspiration for innovative NPD: lessons from biomimetics," Post-Print hal-00931190, HAL.
    5. Quentin Plantec & Pascal Le Masson & Benoit Weil, 2019. "Inventions and Scientific Discoveries: Impact of Designers’ Collaborations on Creativity. An Analysis Towards Fixation Effects," Post-Print hal-02262242, HAL.
    6. Quinio, Maude & Guichard, Laurence & Salazar, Paola & Détienne, Françoise & Jeuffroy, Marie-Hélène, 2022. "Cognitive resources to promote exploration in agroecological systems design," Agricultural Systems, Elsevier, vol. 196(C).
    7. Louis-Etienne Dubois & Pascal Le Masson & Benoit Weil & Patrick Cohendet, 2014. "From organizing for innovation to innovating for organization: how co-design fosters change in organizations," Post-Print hal-00981108, HAL.
    8. Elise Talgorn & Monique Hendriks & Luc Geurts & Conny Bakker, 2022. "A Storytelling Methodology to Facilitate User-Centered Co-Ideation between Scientists and Designers," Sustainability, MDPI, vol. 14(7), pages 1-31, March.

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