Influences of Engineering Student Backgrounds and Experiences on Conceptions of Product Design
Influences of Engineering Student Backgrounds and Experiences on Conceptions of Product Design
复制标题
工科学生背景和经验对产品设计概念的影响
DOI：
10.1115/1.4056735
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发表时间：
2023
影响因子：
3.3
通讯作者：
Pitterson, Nicole
中科院分区：
文献类型：
--
作者：
Hoffenson, Steven;Corby, Adam;Zheng, Steven;Pitterson, Nicole
在本科工程课程，最近的重点已经放在一个更全面的，跨学科的方法来工程教育。一些项目现在在市场环境中教授产品设计，将课程扩展到科学实验室和计算分析之外的主题。然而，目前还不清楚工程专业的学生已经在多大程度上理解了与产品设计相关的系统和背景因素，以及是什么特征或经验导致学生采用这些思维方式。本研究分析了从三年级工程设计课程的154名学生中收集的调查和概念图数据。目的是了解学生的背景和经验如何影响他们的产品设计的心理模型。数据收集从调查学生的背景和经验，沿着的概念图，是由学生在产品设计课程的开始。对概念图的结构和主题要素进行了定量分析。研究结果表明，一些背景属性影响学生的产品设计概念。学术专业似乎对各种变量的影响最大。此外，先前的工作经验，硕士课程的招生，并在家里的工程角色模型的存在都显示出显着的影响设计概念。通过分析和理解学生的独特背景如何导致思想上的差异，教育工作者可以调整他们的课程，更有效地向不同背景和经验的学生教授设计概念。
In undergraduate engineering programs, recent emphasis has been placed on a more holistic, interdisciplinary approach to engineering education. Some programs now teach product design within the context of the market, extending the curriculum to topics outside of scientific labs and computational analysis. However, it is unknown to what extent engineering students already understand the systems and contextual factors associated with product design, and also what characteristics or experiences have led students to these ways of thinking. This study analyzes survey and concept map data collected from 154 students in a third-year engineering design course. The aim is to understand how student backgrounds and experiences influence their mental models of product design. Data were gathered from surveys on student backgrounds and experiences, along with concept maps that were generated by the students at the beginning of a product design course. The concept maps were analyzed in a quantitative manner for structural and thematic elements. The findings show that several background attributes influence student conceptions of product design. Academic major appeared to have the largest impact on a variety of variables. Additionally, prior work experience, enrollment in a master’s program, and the presence of an engineering role model at home all showed significant impacts on design conceptions. By analyzing and understanding how the unique backgrounds of students lead to differences in thought, educators can adjust their curricula to more effectively teach design concepts to students of various backgrounds and experiences.