The explorative study presented in this paper aims to improve the understanding of design students' tacit knowledge acquisition in the interior design studio's social context. Constructivist theories and studio pedagogical concepts form the basis of the enquiry. The Environment and Interior Design (BA) program of the School of Design, The Hong Kong Polytechnic University, was chosen as a case study for this interpretive research. A key linkage that emerged from the themes was the role of critical conversations in the facilitation of tacit knowledge. Findings of the study contribute towards recommending teaching and learning strategies that can improve the efficacy of tacit knowledge construction and in the process, improve design students' self- efficacy as learners and designers.
|Number of pages
|International Journal of Educational Research Open
|Published - Sept 2021
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