Abstract
Design education is interdisciplinary by nature and provides a platform for students to learn different knowledge and skills and then apply them to solve design problems. It is inspirational and innovative at many different educational levels. However, the curricula of design education may not be aligned at different levels. To investigate this issue, Hong Kong is chosen to be the case because of its uniqueness in the development of its design education. This chapter discusses this issue by reviewing the design curricula in secondary school education and tertiary education. This review provides an overview of how students learn design thinking and problem solving in design education. The problems of the transition from one curriculum to another are highlighted. It is suggested that better communication between the curriculum developers is needed to cultivate a smooth transition so that the students of design can enjoy a better learning experience.
| Original language | English |
|---|---|
| Title of host publication | Handbook of Research on Positive Scholarship for Global K-20 Education |
| Publisher | IGI Global |
| Pages | 230-240 |
| Number of pages | 11 |
| ISBN (Electronic) | 9781522556688 |
| ISBN (Print) | 1522556672, 9781522556671 |
| DOIs | |
| Publication status | Published - 2 Mar 2018 |
ASJC Scopus subject areas
- General Social Sciences