Designerly ways of knowing

By Nigel Cross. 2006

3,012 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/8ef6d4e1b4361e2c3865559362f2ab956cbc00cc

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In Mechanical Engineering

Citations in the corpus

Digital architecture as a challenge for design pedagogy: theory, knowledge, models and medium (2008, background): “The term ‘ design-erly ways of knowing ’ (Cross, 1982, 2007) is particularly signiﬁcant, since it also introduces the notion of knowledge in design and what this might imply with respect to new approaches of digital design education.”
Exploring the neurological basis of design cognition using brain imaging: some preliminary results (2009, background): “Design research as a domain of investigation therefore is by and large based on the assumption that design is a distinct discipline coupled with a distinct mode of thinking and knowing (Lawson, 1997; Cross, 2006).”
The Need for Design Thinking in Business Schools (2014, methodology): “Much of the work in this area did not explicitly use the term “design thinking,” but utilized such terms as design methods, cognitive strategies in design, and “designerly ways of knowing” (Cross, 1982; Lawson, 1979).”
Evolving discourses on design thinking: how design cognition inspires meta-disciplinary creative collaboration (2010, background): “With research questions that are central to the constructivistic tradition as characterized above, Cross (1982; 1996; 2001) and Lawson (2006) have studied how designers factually approach problems and develop solutions, thus entertaining an empirical, descriptive approach.”
Design Thinking pedagogy: the Educational Design Ladder (2015, background): “It is broadly described as a style of thinking, or as the study of the cognitive processes that are subsequently manifested in design action (Cross, 2007).”
When the implication is not to design (technology) (2011, neutral): “, [9]).”
Advancing integrated STEM learning through engineering design: Sixth-grade students’ design and construction of earthquake resistant buildings (2017, background): “Research with adult expert designers indicates the importance placed on problem scoping (Cross, 2007; Cross & Cross, 1998; Lawson, 2006).”
The Promise of Empathy: Design, Disability, and Knowing the "Other" (2019, background): “Understanding users has constituted an important and even radical facet of computing practice and education since before the founding of the Human-Computer Interaction (HCI) discipline [[22], [50]].”
The Impact of Metacognitive Instruction on Creative Problem Solving (2015, background): “To date, however, there is little indication that creative strategies are being taught in a deliberate manner in design courses (Cross, 2006).”
Modeling primary school pre-service teachers' Technological Pedagogical Content Knowledge (TPACK) for meaningful learning with information and communication technology (ICT) (2011, neutral): “In particular, Cross (2007) notion of designer’s ways of knowing and Bereiter and Scardamalia’s (2006) notion of design mode of thinking could be synthesized with Koehler and Mishra’s (2008) TPACK framework to form a higher level theoretical framework for future studies.”
A Review of Technological Pedagogical Content Knowledge (2013, background): “Learning by design promotes designerly ways of thinking (Cross, 2007), solving wicked problems through the criteria of satisficing.”
Toward inclusive tech policy design: a method for underrepresented voices to strengthen tech policy documents (2019, background): “Design thinking approaches make progress by envisioning alternatives to current conditions that, in both large and small ways, improve situations, circumstances, or experiences (Cross 1982; Nelson and Stolterman 2012).”
In medias res: reframing design for learning (2013, neutral): “In talking about ‘‘design as a discipline’’, Nigel Cross (2006) distinguishes between ‘‘scientific design’’ and a ‘‘science of design.’’”
Schemata, gambits and precedent: some factors in design expertise (2004, background): “I have argued elsewhere that design knowledge and a ‘designerly way of knowing’, to use Nigel Cross’s delightful phrase (Cross 1982) are heavily dependant on experiential rather than theoretic memory (Lawson 2001).”