Joumal Of National Taiwan Normal Universlty - Journal directory listing - Volume 66 (2021) - Journal of Research in Education Sciences【66(4)】December (Special Issue: Addictive Behavior and Prevention and Control on Campus)

Search by article title, author,
keywords, and DOI

Tables of Contents» MORE

Volume 69 (2024)
Volume 68 (2023)
Volume 67 (2022)
Volume 66 (2021)
Volume 65 (2020)
Volume 64 (2019)
Volume 63 (2018)
Volume 62 (2017)
Volume 61 (2016)
Volume 60 (2015)
Volume 59 (2014)
Volume 58 (2013)
Volume 57 (2012)
Volume 56 (2011)
Volume 55 (2010)
Volume 54 (2009)
Volume 53 (2008)
Volume 52 (2007)
Volume 51 Number 2 (2006/October)
Volume 51 Number 1 (2006/April)
Volume 50 Number 2 (2005/October)
Volume 50 Number 1 (2005/April)
Volume 49 Number 2 (2004/October)
Volume 49 Number 1 (2004/April)
Volume 48 Number 2 (2003)
Volume 48 Number 1 (2003)
Volume 47 Number 2 (2002/October)
Volume 47 Number 1 (2002/April)
Volume 46 Number 2 (2001/October)
Volume 46 Number 1 (2001/April)
Volume 45 Number 2 (2000/October)
Volume 45 Number 1 (2000/April)
Volume 44 (1999)
Volume 43 Number 2 (1998/October)
Volume 43 Number 1 (1998/April)
Volume 42 (1997/October)
Volume 31-41 (1986-1996)
Volume 21-30 (1976-1985)
Volume 11-20 (1966-1975)
Volume 1-10 (1956-1965)

Volume 69 (2024)

Volume 68 (2023)

Volume 67 (2022)

Volume 66 (2021)

Volume 65 (2020)

Volume 64 (2019)

Volume 63 (2018)

Volume 62 (2017)

Volume 61 (2016)

Volume 60 (2015)

Volume 59 (2014)

Volume 58 (2013)

Volume 57 (2012)

Volume 56 (2011)

Volume 55 (2010)

Volume 54 (2009)

Volume 53 (2008)

Volume 52 (2007)

Volume 51 Number 2 (2006/October)

Volume 51 Number 1 (2006/April)

Volume 50 Number 2 (2005/October)

Volume 50 Number 1 (2005/April)

Volume 49 Number 2 (2004/October)

Volume 49 Number 1 (2004/April)

Volume 48 Number 2 (2003)

Volume 48 Number 1 (2003)

Volume 47 Number 2 (2002/October)

Volume 47 Number 1 (2002/April)

Volume 46 Number 2 (2001/October)

Volume 46 Number 1 (2001/April)

Volume 45 Number 2 (2000/October)

Volume 45 Number 1 (2000/April)

Volume 44 (1999)

Volume 43 Number 2 (1998/October)

Volume 43 Number 1 (1998/April)

Volume 42 (1997/October)

Volume 31-41 (1986-1996)

Volume 21-30 (1976-1985)

Volume 11-20 (1966-1975)

Volume 1-10 (1956-1965)

Call for Papers: Multifaceted interpretation of the legacy of interdisciplinary (Deadline: 06/30/2025) Welcome to the Journal of NTNU Website

Journal directory listing - Volume 66 (2021) - Journal of Research in Education Sciences【66(4)】December (Special Issue: Addictive Behavior and Prevention and Control on Campus)
Directory

Back

Weaving Imagination into Reality: Imagination-Creativity Process in Design Domain

Author: Chia-Chi Wang (Center For Teacher Education, Southern Taiwan University of Science and Technology), Hsiao-Chi Ho (Graduate Institute of Education, Providence University)

Vol.&No.：Vol. 66, No. 4
Date：December 2021
Pages：245-280
DOI：https://doi.org/10.6209/JORIES.202112_66(4).0009

Abstract：
This study explored the transformation of imagination and creativity from an initial idea into a final product in the design domain. Five award-winning university teachers, who have supervised award-winning students in domestic and foreign design competitions, and their nine students participated. Data collection consisted of interviews, which were coded verbatim, with the teachers and students, and triangulation and member checks were used to validate the study. The results indicated that the design process is based on the interaction of imagination and creativity. This imagination-creativity process involves the transformation of initial ideas to the final product in four stages: (1) the idea and analysis stage; (2) generation and modification stage; (3) implementation and evaluation stage; and (4) communication and optimization stage. The idea and analysis stage focuses on idea generation. Teachers guide students in considering the value of ideas through discussion of topics including relevant competition, local needs, social issues, and traditional culture. In the generation and modification stage, teachers employ creative-thinking strategies to instruct students to examine their ideas and possible products and industrial demands to modify design ideas. In the implementation and evaluation stage, students create a prototype of their ideas based on the practicality, aesthetics, costs, materials of the final product and user experience. In the communication and optimization stage, teachers lead students in producing a well-designed product to meet the needs of marketing and design competition. Suggestions for design and innovation in education are proposed.

Keywords：design education, design domain, imagination-creativity process

《Full Text》

References：

王秀槐、黃金俊（2015）。想像力知多少？想像力四元模式的建構與量表發展。教育研究集刊，61（4），63-104。https://doi.org/10.3966/102887082015126104003【Wang, H.-H., & Huang, C.-C. (2015). Inquiry into imagination: Constructing the reliabity and validity of imagination scales. Bulletin of Educational Research, 61(4), 63-104. https://doi.org/10.3966/102887082015126104003】
王佳琪、何曉琪、鄭英耀、邱文彬（2017）。科學想像力學習進程之驗證：測量觀點。教育心理學報，49（1），69-94。https://doi.org/10.6251/BEP.20161005【Wang, C.-C., Ho, H.-C., Cheng, Y.-Y., & Chiou, W.-B. (2017). Validation of the learning progression in scientific imagination: A measurement perspective. Bulletin of Educational Psychology, 49(1), 69-94. https://doi.org/10.6251/BEP.20161005】
王精文、黃琬婷、李建道（2016）。運用抽象概念結合思考模式對管院學生想像力的激發。教育心理學報，47（3），373-390。https://doi.org/10.6251/bep.20150312【Wang, C.-W., Huang, W.-T., & Li, C.-T. (2016). Stimulating the imagination of management college students by concept combination thinking model. Bulletin of Educational Psychology, 47(3), 373-390. https://doi.org/10.6251/bep.20150312】
吳可久、蘇于倫、曹筱玥（2013）。由激發想像力思維探索設計課程教學方式。建築學報，83，19-35。【Wu, K.-C., Su, Y.-L., & Tsau, S.-Y. (2013). Explore the teaching models for design studio by the thinking stimulation of imagination. Journal of Architecture, 83, 19-35.】
周怡均、梁朝雲（2012）。影視學生的想像力與其學習環境的關聯性。廣播與電視，35，99-121。https://doi.org/10.30385/jrts.201212_(35).0004【Chou, Y.-C., & Liang, C.-Y. (2012). The relationship between imagination and learning environment of video/film students. Journal of Radio & Television Studies, 35, 99-121. https://doi.org/10.30385/jrts.201212_(35).0004】

» More

王秀槐、黃金俊（2015）。想像力知多少？想像力四元模式的建構與量表發展。教育研究集刊，61（4），63-104。https://doi.org/10.3966/102887082015126104003【Wang, H.-H., & Huang, C.-C. (2015). Inquiry into imagination: Constructing the reliabity and validity of imagination scales. Bulletin of Educational Research, 61(4), 63-104. https://doi.org/10.3966/102887082015126104003】
王佳琪、何曉琪、鄭英耀、邱文彬（2017）。科學想像力學習進程之驗證：測量觀點。教育心理學報，49（1），69-94。https://doi.org/10.6251/BEP.20161005【Wang, C.-C., Ho, H.-C., Cheng, Y.-Y., & Chiou, W.-B. (2017). Validation of the learning progression in scientific imagination: A measurement perspective. Bulletin of Educational Psychology, 49(1), 69-94. https://doi.org/10.6251/BEP.20161005】
王精文、黃琬婷、李建道（2016）。運用抽象概念結合思考模式對管院學生想像力的激發。教育心理學報，47（3），373-390。https://doi.org/10.6251/bep.20150312【Wang, C.-W., Huang, W.-T., & Li, C.-T. (2016). Stimulating the imagination of management college students by concept combination thinking model. Bulletin of Educational Psychology, 47(3), 373-390. https://doi.org/10.6251/bep.20150312】
吳可久、蘇于倫、曹筱玥（2013）。由激發想像力思維探索設計課程教學方式。建築學報，83，19-35。【Wu, K.-C., Su, Y.-L., & Tsau, S.-Y. (2013). Explore the teaching models for design studio by the thinking stimulation of imagination. Journal of Architecture, 83, 19-35.】
周怡均、梁朝雲（2012）。影視學生的想像力與其學習環境的關聯性。廣播與電視，35，99-121。https://doi.org/10.30385/jrts.201212_(35).0004【Chou, Y.-C., & Liang, C.-Y. (2012). The relationship between imagination and learning environment of video/film students. Journal of Radio & Television Studies, 35, 99-121. https://doi.org/10.30385/jrts.201212_(35).0004】
周進洋、韓承靜（1999）。心智表徵與創造思考。科學與教育學報，3，1-25。https://doi.org/10.6449/JSE.199905.0001【Chou, C.-Y., & Han, C.-C. (1999). The mental representation and the creative thinking. Journal of Science and Education, 3, 1-25. https://doi.org/10.6449/JSE.199905.0001】
邱發忠、陳學志、林耀南、涂莉苹（2012）。想像力構念之初探。教育心理學報，44（2），389-410。https://doi.org/10.6251/BEP.20120402【Chiu, F.-C., Chen, H.-C., Lin, Y.-N., & Tu, P. L.-P. (2012). The exploratory study on the construct of imagination. Bulletin of Educational Psychology, 44(2), 389-410. https://doi.org/10.6251/BEP.20120402】
范靜媛、葉建宏（2020）。設計自我效能、設計興趣和STEM學習表現之相關分析：以時尚設計為例。教育科學研究期刊，65（1），221-246。https://doi.org/10.6209/JORIES.202003_65(1).0009【Fan, J.-Y., & Ye, J.-H. (2012). Effectiveness of STEM education for design self-efficacy and design interest in fashion design. Journal of Research in Education Sciences, 65(1), 221-246. https://doi.org/10.6209/JORIES.202003_65(1).0009】
洪文東（2002）。創造型兒童之思考特性與科學創造力的關聯性。屏東師院學報，16，355-394。【Hung, W.-T. (2002). A relationship study between science creativity and thinking characteristics of creative gifted children. Journal of Pingtung Teachers College, 16, 355-394.】
洪瑞雲、王精文、拾已寰、李泊諺、王愉敏（2013）。以概念結合理論為基礎的想像力測驗之編製。測驗學刊，60（4），681-713。【Horng, R.-Y., Wang, C.-W., Shyr, Y.-H., Lee, P.-Y., & Wang, Y.-M. (2013). Construction of an imagination test based on theory of conceptual combination. Psychological Testing, 60(4), 681-713.】
高振耀（2014）。從類比的角度探討創造思考過程。特教論壇，16，79-89。https://doi.org/10.6502/SEF.2014.16.79-89【Kao, C.-Y. (2014). Examining creative thinking process from the analogical perspective. Special Education Forum, 16, 79-89. https://doi.org/10.6502/SEF.2014.16.79-89】
曹筱玥、林小慧（2012）。想像力量表之編製。教育科學研究期刊，57（4），1-37。https://doi.org/10.3966/2073753X2012125704001【Tsau, S.-Y., & Lin, H.-H. (2012). The development of an imagination scale. Journal of Research in Education Sciences, 57(4), 1-37. https://doi.org/10.3966/2073753X2012125704001】
梁朝雲、黃英修、許育齡、周文修（2011）。促發產品設計學生想像的環境因素與其歷程。藝術研究學報，4（2），41-59。https://doi.org/10.7026/JPVAS.201110.0041【Liang, C.-Y., Huang, Y.-H., Hsu, Y.-L., & Chou, W.-S. (2011). The factor and process of environmental influence on students’ imagination in the field of product design. Journal of Performing and Visual Arts Studies, 4(2), 41-59. https://doi.org/10.7026/JPVAS.201110.0041】
許育齡（2016）。運用人格、心理與環境因素預測教師教學設計想像力。教育科學研究期刊，61（3），69-98。https://doi.org/10.6209/jories.2016.61(3).03【Hsu, Y.-L. (2016). Using personality traits and psychological and environmental factors to predict the instructional design imagination of teachers. Journal of Research in Education Sciences, 61(3), 69-98. https://doi.org/10.6209/jories.2016.61(3).03】
許育齡、梁朝雲、林志成（2013）。教師發揮教學設計想像力的心理與環境因素探究。當代教育研究季刊，21（2），113-148。https://doi.org/10.6151/cerq.2013.2102.04【Hsu, Y.-L., Liang, C.-Y., & Lin, C.-C. (2013). The influences of individual psychology and school environment on the teachers’ imaginative capability of instructional design. Contemporary Educational Research Quarterly, 21(2), 113-148. https://doi.org/10.6151/cerq.2013.2102.04】
許育齡、梁朝雲、許盛貴（2014）。探討內在動機與自我效能為中介預測科學想像力的學習模式。科學教育學刊，22（4），389-412。https://doi.org/10.6173/cjse.2014.2204.03【Hsu, Y.-L., Liang, C.-Y., & Hsu, S.-K. (2014). Learning model of intrinsic motivation and self-efficacy as a mediator to predict the scientific imagination. Chinese Journal of Science Education, 22(4), 389-412. https://doi.org/10.6173/cjse.2014.2204.03】
陳辰洧（2005）。創意、設計與科技。生活科技教育月刊，38（8），57-72。https://doi.org/10.6232/LTE.2005.38(8).6【Chen, C.-Y. (2005). Creativity, design, and technology. Living Technology Education, 38(8), 57-72. https://doi.org/10.6232/LTE.2005.38(8).6】
陳昭儀（2000）。傑出理化科學家之人格特質及創造歷程之研究。師大學報─科學教育類，45（1），27-45。https://doi.org/10.6300/JNTNU.2000.45(1).02【Chen, C.-Y. (2000). Personality traits and creation process of distinguished scientists in Taiwan. Journal of Taiwan Normal University: Science Education, 45(1), 27-45. https://doi.org/10.6300/JNTNU.2000.45(1).02】
陳慧霞、游萬來（2006）。平面設計過程中使用傳統工具與電腦工具的草圖行為研究。設計學報，11（4），113-135。https://doi.org/10.6381/JD.200612.0113【Chen, H.-H., & You, M.-L. (2006). Comparison of sketching activities with traditional and digital tools in graphic design. Journal of Design, 11(4), 113-135. https://doi.org/10.6381/JD.200612.0113】
彭淑玲、張雨霖（2017）。認識與學習創造力。科學發展，539，6-11。【Peng, S.-L., & Chang, Y.-L. (2017). Understanding and studying creativity. Science Development, 539, 6-11.】
曾琬迪（2009）。觀察與想像，讓世界更美好。科學月刊，472，243。【Tseng, W.-D. (2009). Observation and imagination make world wonderful. Science Monthly, 472, 243.】
黃英修（2014）。激發視覺與產品設計過程之想像力環境因子研究。高雄師大學報：人文與藝術類，36，83-101。【Huang, Y.-H. (2014). The similarities and differences of environment factors for triggering imagination between visual and product design processes. Kaohsiung Normal University Journal: Humanities and Arts, 36, 83-101.】
黃英修、李奕蓉（2014）。產品設計師與學生之想像力環境因子在設計階段的差異研究。設計研究學報，7，22-37。【Huang, Y.-H., & Lee, Y.-J. (2014). The comparison between designers and students of the environmental factors for triggering imaginations in different design stages. Journal of Design Research, 7, 22-37.】
賈千慶、劉諭承、梁朝雲（2016）。驗證圖像觸發想像力：一個腦波儀與質性的整合研究。資訊傳播研究，6（2），71-95。https://doi.org/10.6144/jic.2016.0602.04【Chia, C.-C., Liu, Y.-C., & Liang, C.-Y. (2016). Validating the effects of pictorial representations on imaginative capacity: An integrated study of electroencephalography and qualitative research. Research of Information and Communication, 6(2), 71-95. https://doi.org/10.6144/jic.2016.0602.04】
廖信、蔡雨霓、蔡雅竹（2013）。高職設計類科學生想像力與設計學習表現相關之探討。中華印刷科技年報，2013，419-429。【Liao, S., Tsai, Y.-N., & Tsai, Y.-C. (2013). The relation of imagination and design learning performance in department of design of vocational high school. Journal of CAGST, 2013, 419-429.】
廖信、蔡雅竹、潘怡臻（2015）。高職廣告設計科學生想像力與繪圖實作表現關係之研究。創造學刊，6（2），5-26。【Liao, S., Tsai, Y.-C., & Pan, Y.-C. (2015). A study of the relation between imagination and painting practice performance in advertising design department students of vocational high school. Journal of Chinese Creativity, 6(2), 5-26.】
韓承靜、洪蘭、蔡介立（2010）。心像旋轉中之心智表徵特性─探討圖形複雜度與整合性的影響。教育心理學報，41（3），551-578。https://doi.org/10.6251/BEP.20090113【Han, C.-C., Hung, D. L., & Tsai, J.-L. (2010). The mental representation during the mental rotation task-explore the complexity and integrity effects. Bulletin of Educational Psychology, 41(3), 551-578. https://doi.org/10.6251/BEP.20090113】
蕭佳純、王佩雯（2016）。創意角色認定、工作動機及創造力教學技巧與創意教學行為關係之研究。教育科學研究期刊，61（2），185-211。https://doi.org/10.6209/JORIES.2016.61(2).07【Hsiao, C.-C., & Wang, P.-W. (2016). Relationships among creative role identity, work motivation, instructional skill for creativity, and creative instructional behavior. Journal of Research in Education Sciences, 61(2), 185-211. https://doi.org/10.6209/JORIES.2016.61(2).07】
Benedek, M., Bruckdorfer, R., & Jauk, E. (2020). Motives for creativity: Exploring the what and why of everyday creativity. Journal of Creative Behavior, 54(3), 610-625. https://doi.org/10.1002/jocb.396
Brill, F. (2004). Thinking outside the box: Imagination and empathy beyond story writing. Literacy, 38(2), 83-89. https://doi.org/10.1111/j.0034-0472.2004.03802004.x
Carlson, M. P., & Bloom, I. (2005). The cyclic nature of problem solving: An emergent multidimensional problem-solving framework. Educational Studies in Mathematics, 58, 45-75. https://doi.org/10.1007/s10649-005-0808-x
Casakin, H., & Kreitler, S. (2011). The cognitive profile of creativity in design. Thinking Skills and Creativity, 6(3), 159-168. https://doi.org/10.1016/j.tsc.2011.06.001
Cheung, M. (2011). Creativity in advertising design education: An experimental study. Instructional Science: An International Journal of the Learning Sciences, 39(6), 843-864.
Clinton, G., & Hokanson, B. (2012). Creativity in the training and practice of instructional designers: The design/creativity loops model. Educational Technology Research and Development, 60(1), 111-130. https://doi.org/10.1007/s11423-011-9216-3
Costa, P. T., & McCrae, R. R. (1992). The five-factor model of personality and its relevance to personality disorders. Journal of Personality Disorders, 6(4), 343-359. https://doi.org/10.1521/pedi.1992.6.4.343
Cross, N. (2004). Expertise in design: An overview. Design Studies, 25(5), 427-441. https://doi.org/10.1016/j.destud.2004.06.002
Cruz, H. D., & Smedt, J. D. (2010). Science as structured imagination. Journal of Creative Behavior, 44(1), 37-52. https://doi.org/10.1002/j.2162-6057.2010.tb01324.x
Csikszentmihalyi, M. (1996). Creativity: Flow and the psychology of discovery and invention. Harper Collins.
Deng, Q., Zheng, B., & Chen, J. (2020). The relationship between personality traits, resilience, school support, and creative teaching in higher school physical education teachers. Frontiers in Psychology, 11, 568906. https://doi.org/10.3389/fpsyg.2020.568906
DeYoung, C. G. (2015). Cybernetic big Five theory. Journal of Research in Personality, 56, 33-58. https://doi.org/10.1016/j.jrp.2014.07.004
Dílek, D. (2009). The reconstruction of the past through images: An iconographic analysis on the historical imagination usage skills of primary school pupils. Educational Sciences: Theory & Practice, 9(2), 665-689.
Eckhoff, A., & Urbach, J. (2008). Understanding imaginative thinking during childhood: Sociocultural conceptions of creativity and imaginative thought. Early Childhood Education Journal, 36, 179-185. https://doi.org/10.1007/s10643-008-0261-4
Egan, K., & Judson, G. (2009). Values and imagination in teaching: With a special focus on social studies. Educational Philosophy and Theory, 41(2), 126-140. https://doi.org/10.1111/j.1469-5812.2008.00455.x
Finke, R. A. (1990). Creative imagery: Discoveries and inventions in visualization. Lawrence Erlbaum.
Finke, R. A., Ward, T. B., & Smith, S. M. (1992). Creative cognition: Theory, research, and applications. MIT Press.
Furnham, A., & Bachtiar, V. (2008). Personality and intelligence as predictors of creativity. Personality and Individual Differences, 45(7), 613-617. https://doi.org/10.1016/j.paid.2008.06.023
George, J. M., & Zhou, J. (2001). When openness to experience and conscientiousness are related to creative behavior: An interactional approach. Journal of Applied Psychology, 86(3), 513-524. https://doi.org/10.1037/0021-9010.86.3.513
Gero, J. S., & Kannengiesser, U. (2004). The situated function-behaviour-structure framework. Design Studies, 25(4), 373-391. https://doi.org/10.1016/j.destud.2003.10.010
Hadzigeorgiou, Y., & Stefanich, G. (2000). Imagination in science education. Contemporary Education, 71, 23-28.
Hennink, M. M., Kaiser, B. N., & Marconi, V. C. (2017). Code saturation versus meaning saturation: How many interviews are enough? Qualitative Health Research, 27(4), 591-608. https://doi.org/10.1177/1049732316665344
Heufler, G. (2004). Design basics: From ideas to products. Verlag Niggli.
Ho, H.-C., Wang, C.-C., & Cheng, Y.-Y. (2013). Analysis of the scientific imagination process. Thinking Skills and Creativity, 10, 68-78. https://doi.org/10.1016/j.tsc.2013.04.003
Houde, S., & Hill, C. (1997). What do prototypes prototype?. In M. Helander, T. Landauer, & P. Prabhu (Eds.), Handbook of human-computer interaction (pp. 367-381). Elsevier Science.
Howard, T. J., Culley, S. J., & Dekoninck, E. (2008). Describing the creative design process by the integration of engineering design and cognitive psychology literature. Design Studies, 29(2), 160-180. https://doi.org/10.1016/j.destud.2008.01.001
Hu, W., Wu, B., Jia, X., Yi, X., Duan, C., Meyer, W., & Kaufman, J. C. (2013). Increasing students’ scientific creativity: The “learn to think” intervention program. The Journal of Creative Behavior, 47(1), 3-21. https://doi.org/10.1002/jocb.20
Huang, Y.-H., & Li, J.-Y. (2015). Comparing personal characteristic factors of imagination between expert and novice designers within different product design stages. International Journal of Technology and Design Education, 25(2), 261-292. https://doi.org/10.1007/s10798-014-9276-x
Huber, J. C. (1998). Invention and inventivity as a special kind of creativity, with implications for general creativity. Journal of Creative Behavior, 32(1), 58-72. https://doi.org/10.1002/j.2162-6057.1998.tb00806.x
Isaksen, S. G., Dorval, K. B., & Treffinger, D. J. (2011). Creative approaches to problem solving: A framework for innovation and change (3rd ed.). Sage.
Kuhrik, M., Kuhrik, N., & Berry, P. A. (1997). Facilitating learning with humor. Journal of Nursing Education, 36(7), 332-334.
Lauff, C. A. (2018). Prototyping in the wild: The role of prototypes in companies [Unpublished doctoral dissertation]. University of Colorado.
Lauff, C. A., Knight, D., Kotys-Schwartz, D., & Rentschler, M. E. (2020). The role of prototypes in communication between stakeholders. Design Studies, 66, 1-34. https://doi.org/10.1016/j.destud.2019.11.007
LeBoutillier, N., & Marks, D. F. (2003). Mental imagery and creativity: A meta-analytic review study. British Journal of Psychology, 94(1), 29-44. https://doi.org/10.1348/000712603762842084
Liang, Y.-W., Lee, A.-S., Liang, K.-C., & Lee, H.-N. (2018). The influence of gender, learning background, participation, and topic limitation on the imagination of industrial design students in Taiwan. EURASIA Journal of Mathematics, Science and Technology Education, 14(3), 1011-1022. https://doi.org/10.12973/ejmste/81192
Lim, Y.-K., Stolterman, E., & Tenenberg, J. (2008). The anatomy of prototypes: Prototypes as filters, prototypes as manifestations of design ideas. ACM Transactions on Computer-Human Interaction, 15(2), 1-27. https://doi.org/10.1145/1375761.1375762
Lothane, Z. (2007). Imagination as reciprocal process and its role in the psychoanalytic situation. International Forum of Psychoanalysis, 16, 152-163. https://doi.org/10.1080/08037060701278636
Malek, S. L., Sarin, S., & Haon, C. (2020). Extrinsic rewards, intrinsic motivation, and new product development performance. Journal of Product Innovation Management, 37(6), 528-551. https://doi.org/10.1111/jpim.12554
Maxwell, J. A. (1992). Understanding and validity in qualitative research. Harvard Educational Review, 62(3), 279-300.
McGown, A., Green, G., & Rodgers, P. A. (1998). Visible ideas: Information patterns of conceptual sketch activity. Design Studies, 19(4), 431-453. https://doi.org/10.1016/S0142-694X(98)00013-1
McLellan, R., & Nicholl, B. (2011). “If I was going to design a chair, the last thing I would look at is a chair”: Product analysis and the causes of fixation in students’ design work 11-16 years. International Journal of Technology and Design Education, 21, 71-92. https://doi.org/10.1007/s10798-009-9107-7
Mednick, S. A. (1962). The associative basis of the creative process. Psychological Review, 69(3), 220-232. https://doi.org/10.1037/h0048850
Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis (2nd ed.). Sage.
Osborn, A. (1953). Applied imagination: Principles and procedures of creative problem solving. Charles Scribner’s Sons.
Prabhu, V., Sutton, C., & Sauser, W. (2008). Creativity and certain personality traits: Understanding the mediating effect of intrinsic motivation. Creativity Research Journal, 20(1), 53-66. https://doi.org/10.1080/10400410701841955
Rutland, M. (2009). Art and design and design and technology: Is there creativity in the designing? Design and Technology Education: An International Journal, 14(1), 56-67.
Rutland, M., & Spendlove, D. (2007). Creativity in design and technology. In D. Barlex (Ed.), Design and technology: For the next generation (pp. 140-153). Cliffe & Company.
Smith, M., & Mathur, R. (2009). Children’s imagination and fantasy: Implications for development, education, and classroom activities. Research in the Schools, 16(1), 52-63.
Smith, S. M., Ward, T. B., & Finke, R. A. (Eds.). (1995). The creative cognition approach. MIT Press.
Smolucha, F. (1989, April 27-30). The relevance of Vygotsky’s theory of creative imagination for contemporary research on play [Paper presentation]. National Biennial Meeting of the Society for Research in Child Development, Kansas, MO.
Sternberg, R. J., & Williams, W. M. (1996). How to develop student creativity. Association for Supervision and Curriculum Development.
Tolbert, D. A., & Daly, S. R. (2013). First-year engineering student perceptions of creative opportunities in design. International Journal of Engineering Education, 29(4), 879-890.
Vygotsky, L. S. (2004). Imagination and creativity in childhood. Journal of Russian and East European Psychology, 42(1), 7-97. (Original work published 1930). https://doi.org/10.1080/10610405.2004.11059210
Walker, J. L. (2012). The use of saturation in qualitative research. Canadian Journal of Cardiovascular Nursing, 22(2), 37-46.
Wang, C.-C., Ho, H.-C., & Cheng, Y.-Y. (2015). Building a learning progression for scientific imagination: A measurement approach. Thinking Skills and Creativity, 17, 1-14. https://doi.org/10.1016/j.tsc.2015.02.001
Wang, C.-C., Ho, H.-C., Wu, J.-J., & Cheng, Y.-Y. (2014). Development of the scientific imagination model: A concept-mapping perspective. Thinking Skills and Creativity, 13, 106-119. https://doi.org/10.1016/j.tsc.2014.04.001
Ward, T. B. (1994). Structured imagination: The role of category structure in exemplar generation. Cognitive Psychology, 27(1), 1-40. https://doi.org/10.1006/cogp.1994.1010
Ward, T. B., & Wickes, K. N. S. (2009). Stable and dynamic properties of category structure guide imaginative thought. Creativity Research Journal, 21(1), 15-23. https://doi.org/10.1080/10400410802633376
Wong, Y. L., & Siu, K. W. M. (2012). A model of creative design process for fostering creativity of students in design education. International Journal of Technology and Design Education, 22(4), 437-450. https://doi.org/10.1007/s10798-011-9162-8
Wood, K. D., & Endres, C. (2004). Motivating student interest with the imagine, elaborate, predict, and confirm (IEPC) strategy. The Reading Teacher, 58(4), 346-357. https://doi.org/10.1598/RT.58.4.4
Yang, M. C. (2005). A study of prototypes, design activity, and design outcome. Design Studies, 26(6), 649-669. https://doi.org/10.1016/j.destud.2005.04.005
Zabriskie, B. (2004). Imagination as laboratory. The Journal of Analytical Psychology, 49(2), 235-242. https://doi.org/10.1111/j.1465-5922.2004.00455.x
Zarnowski, M. (2009). The thought experiment: An imaginative way into civic literacy. The Social Studies, 100(2), 55-62. https://doi.org/10.3200/TSSS.100.2.55-62
Zwirn, S. G., & Zande, R. V. (2017). Differences between art and design education- Or differences in conceptions of creativity? Journal of Creative Behavior, 51(3), 193-203. https://doi.org/10.1002/jocb.98

APA Format	Wang, C.-C., & Ho, H.-C. (2021). Weaving imagination into reality: Imagination-creativity process in design domain. Journal of Research in Education Sciences, 66(4), 245-280. https://doi.org/10.6209/JORIES.202112_66(4).0009

Tables of Contents» MORE

Journal directory listing - Volume 66 (2021) - Journal of Research in Education Sciences【66(4)】December (Special Issue: Addictive Behavior and Prevention and Control on Campus)Directory Back

Weaving Imagination into Reality: Imagination-Creativity Process in Design Domain

Journal directory listing - Volume 66 (2021) - Journal of Research in Education Sciences【66(4)】December (Special Issue: Addictive Behavior and Prevention and Control on Campus)
Directory

Back