APA 6th Edition VUKIĆ, F. i KRISTOFIĆ, B. (2013). Science in education for design. Periodicum biologorum, 115 (1), 15-25. Preuzeto s https://hrcak.srce.hr/101211
MLA 8th Edition VUKIĆ, FEĐA i BOJAN KRISTOFIĆ. "Science in education for design." Periodicum biologorum, vol. 115, br. 1, 2013, str. 15-25. https://hrcak.srce.hr/101211. Citirano 30.11.2021.
Chicago 17th Edition VUKIĆ, FEĐA i BOJAN KRISTOFIĆ. "Science in education for design." Periodicum biologorum 115, br. 1 (2013): 15-25. https://hrcak.srce.hr/101211
Harvard VUKIĆ, F., i KRISTOFIĆ, B. (2013). 'Science in education for design', Periodicum biologorum, 115(1), str. 15-25. Preuzeto s: https://hrcak.srce.hr/101211 (Datum pristupa: 30.11.2021.)
Vancouver VUKIĆ F, KRISTOFIĆ B. Science in education for design. Periodicum biologorum [Internet]. 2013 [pristupljeno 30.11.2021.];115(1):15-25. Dostupno na: https://hrcak.srce.hr/101211
IEEE F. VUKIĆ i B. KRISTOFIĆ, "Science in education for design", Periodicum biologorum, vol.115, br. 1, str. 15-25, 2013. [Online]. Dostupno na: https://hrcak.srce.hr/101211. [Citirano: 30.11.2021.]
Sažetak Higher education for design, following historic heritage, is situated
within the domain of art, although the central public institution in Croatia
was established as an interdisciplinary and inter-faculty studies at the University of Zagreb, Faculty of Architecture at the end of the nineteen-eighties. However, the general social development, economic conditions, technological and scientific trends, both inWestern culture as a whole, and in Croatia in particular, point to the need for more complex structure in association of different scientific disciplines, and in inking science and art in the higher education for creative disciplines like design. Discussion in paper identifies theoretical framework as a "knowledge heritage" in foundation of the role of practice and theory of design in such a step forward, if it should be drawn from the past to the future? Throughout the discourse some examples of good practice for university education in the contemporary design are presented, and paper ends with discussion on suitability of design education in general. Paper is the result of a quest for theoretical platformof a new, interdisciplinary approach to higher education for design, which supports the project strategy and problem solving approach, collaborative practice, team interaction and involvement of scientific knowledge in the field of art and, vice versa, artistic creation in scientific field.