An investigation of metaphor use and learning style in design problem solving

Metaphor plays a key role in design practice. By framing problems in a particular way, they impose structure on a design situation and determine interpretations made and approaches taken. With experience, students learn to exploit the analytic power of metaphor throughout the design process, yet how experiences develop this skill is little understood. It is argued that the reflective nature of design makes it sympathetic to analysis using Kolb's Experiential Learning Theory. An investigation of learning and student metaphor use is, therefore, described. Findings are to be used to identify aspect of learning that can help develop successful metaphorical thinking in students.