Akademik Veri Yönetim Sistemi
INTERNATIONAL JOURNAL OF TECHNOLOGY AND DESIGN EDUCATION, 2025 (SCI-Expanded, SSCI, Scopus)
In today's rapidly evolving professional landscape, developing adaptive expertise (AE) has become an essential objective in design education. Adaptive experts not only master domain-specific knowledge but also apply it flexibly and creatively in unfamiliar contexts. This study investigates the impact of contextual design exercises on the development of AE among undergraduate design students. Using a quasi-experimental design, 78 students enrolled in a "Design Communication" course were assigned to two instructional conditions. One group completed contextual modeling tasks involving novel 3D objects, while the other engaged in traditional stylized drawing exercises. Following the intervention, students completed the Adaptive Expertise Survey (AES), which measures four key dimensions of AE: personal epistemology, metacognition, goals and beliefs, and multiple perspectives. Statistical analysis using one-way ANOVA revealed that students in the contextual exercise group scored significantly higher across all AE dimensions compared to those in the traditional exercise group. These findings suggest that integrating real-world, context-rich design tasks can foster adaptive thinking, reflective learning, and innovative problem-solving skills. The study offers practical implications for curriculum development in design education and highlights the importance of experiential learning approaches that go beyond routine skill acquisition.