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Through this study, a pedagogical case study was developed, implemented, and disseminated in which students applied interior design historical contexts to a studio project based on Beecher’s design history education framework suggesting that design history should be taught to engage students in critical and analytical thinking and to integrate the knowledge gained into current design applications.1 Students were asked to develop an exhibition design installation(Application) as a team project based on the team’s analysis of a design topic or artifact of its choice (Analytical/Critical Thinking) from the existing 1885-1925 exhibition (Accessibility). A focus group study was conducted to investigate students’ perceptions regarding design history while they worked on this project and then to investigate learning outcomes once they had completed it. Intellectual engagement and learning progress were observed in the students; these may have resulted from the integrated application of the material within an actual design problem. Three major learning outcomes: engagement, critical/analytical thinking, and understanding of design history in multidimensional contexts, were observed. Additionally, students experienced positive aspects of design skill learning due to the actual installation of the project. This study provided a comprehensive view of how the students responded to interior design history in their design problems.
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