#3942. Teaching creative thinking: how design professors externalize their creative thinking in studio classroom talk

September 2026publication date
Proposal available till 20-05-2025
4 total number of authors per manuscript0 $

The title of the journal is available only for the authors who have already paid for
Journal’s subject area:
Cultural Studies;
Language and Linguistics;
Anthropology;
Education;
Developmental and Educational Psychology;
Social Psychology;
Cognitive Neuroscience;
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Abstract:
This research reports on a study of professor talk in design studio classrooms. In design education, creative thinking is an important learning outcome. I found that professors explicitly describe their concurrent and spontaneous thinking while they are analyzing student work and that this talk represents the features of creative thinking identified in prior research. But I used an interaction analysis methodology, transcribing nondenotational features of talk, such as elongated phonemes, restarts, and repairs, to analyze these implicit ways of speaking. These nondenotational aspects of talk implicitly represent the features of creative thinking documented in prior research. As professors externalize their concurrent creative thinking in speech, both explicitly and implicitly, students are scaffolded in their appropriation of creative thinking.
Keywords:
Design studio classrooms; creative thinking; speech; students; nondenotational

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