| Sumario: | Design education centers and their teachers know that not all users are equal in
their needs or interests. User-centered approaches help, within the design process
to meet needs, requirements and expectations to enhance the range and
acceptance of products (Altay, 2014; Zoltowski, Oakes & Cardella, 2012). To
meet this aim, in teaching, different research strategies are imparted for
identifying those outcomes that, beyond functionality, includes other variables to
the product’s experience. These strategies share a common aim: to identify by
direct contact features that if consider, may enhance the resultant product (Altay,
2014.). This kind of formation is usually included in the learner-centered
instruction; and is useful when the students expand their knowledge in the needed
data and use it for the intended aim. Programs that teaches the students to develop
their natural abilities to help them “think on” design instead of solving specific
design problems (Gorgul & Gorgul, 2012) are a reality. And, while as an
environment it promotes learning through experimentation as the perfect medium
to grow students as innovators; they usually are not designed considering
the personal characteristics and traits that may also be needed to be counted to
better comprehend how does previous conditions to education are related to the
intended individualistic redesign of curricula. The purpose of this proposal is
to investigate personal curiosity as an underlying condition to innovation and
design education that may alter the results of a design methodology intended to
improve the students´ project-based learning. For this correlational
study participants were recruited from Technology Exploration & Design, and
Analysis of Mechanisms courses, using a convinience sampling
method. Respondents were required to complete two rating scales, one assessing
curiosity as a trait and the other assessing their creativity style.
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