ABSTRACT
The study of human information processing during design offers a theoretical foundation for understanding the issues of importance to design cognition, which should be considered essential for informing the integration of computational thinking into architectural design pedagogies. Since the emergence of cognitive psychology in the 1960s, design cognition as a paradigm has gone through many conceptual redefinitions moving away from the original static
of design as an objective (Newell 1969), more dynamic realization that acknowledges the overwhelmingly subjective nature of design interpretations (Schön 1983). Within this new realization, a number of important issues to design cognition are highlighted focusing on the nature of the design problem, knowledge structure, and design representations (Eastman 2001). In this paper, these cognitive aspects are proposed as the theoretical platform for understanding the integrations of computational thinking into design education.
