ABSTRACT
This study investigates question asking practices in a design pre-jury, mainly focusing on its facilitative function in students’ development. It aims at providing an initial understanding of question asking practices in design juries and students’ understanding and interpretation of the questions posed by jurors. To this end, an empirical study was conducted in a project-based design course of first year Industrial Product Design students that consists of two stages: observation and recording of design pre-jury reviews, and interviews conducted with students. Building on observations in the pre-jury, frequencies of particular question categories and interviews conducted with students, initial inferences about the factors lead to particular types of question asking patters were provided. By interpreting each student’s case separately, the tailored nature of the reviews was explored; unique patterns of questioning were revealed, and an initial understanding of students’ perspective on question asking practice in design pre-jury reviews was obtained.
