Prototypes as intermediary objects for design coordination in first-year design courses
Prototypes as intermediary objects for design coordination in first-year design courses
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原型作为一年级设计课程中设计协调的中介对象
DOI：
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发表时间：
2018
期刊：
影响因子：
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通讯作者：
M. Rentschler
中科院分区：
文献类型：
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作者：
Daria A. Kotys;C. Lauff;Joanna Weidler;M. Rentschler
设计被称为工程的定义特征之一，长期以来一直认为设计在实践中具有同等的社会性和技术性。科学与技术研究（STS）领域有一个研究传统，即探索工程设计等技术领域中相互交织的社会方面。我们借用STS的概念--中介对象的概念--来更好地理解第一年的工程设计团队，并解释原型如何中介技术技能发展和社会关系。中介对象既是一个概念框架，也是一个分析工具，使研究人员和教育工作者能够识别设计协调的关键方面。在本文中，我们列举了第一年工程设计课程的两个不同组织的部分，以突出原型在调解这些技术和社会关系中的重要性。通过对这两门课程的比较，我们发现原型作为中介对象的重要性，并在此基础上进行案例分析，我们认为原型是帮助学生发展工程技能和成为工程师的关键中介对象。本文通过连接STS的传统并探索原型的创建如何影响设计教育，为工程教育领域做出了贡献。在这样做的过程中，我们提供了一些immediatecommendations组织工程设计课程，我们指出未来的研究，了解原型在设计教育和实践中的作用。
Design has been called one of the defining characteristics of engineering, and it has been long-argued that design is equallysocial and technical in practice. The field of Science and Technology Studies (STS) has a research tradition of exploring theinterwoven social aspects of technical fields like engineering design. We borrow a concept from STS—the notion ofintermediary objects—to better understand first-year engineering design teams and explain how prototypes mediatetechnical skill development and social relationships. An intermediary object is both a conceptual framework and ananalytic tool that enables researchers and educators to identify critical aspects of design coordination. In this paper, wecompare two differently organized sections of a first-year engineering design course as a way to highlight the importance ofprototypes in mediating these technical and social relations. It is not until these two courses are compared side-by-side thatwe uncoverthe critical importance of prototypes as intermediaryobjects.Based on this comparative caseanalysis, we arguethat prototypes are pivotal intermediary objects that aid in students’ development of their engineering skills and pathwaystoward becoming an engineer. This paper contributes to the field of engineering education by connecting traditions fromSTS and exploring how the creation of prototypes impacts design education. In doing so, we provide some immediaterecommendations for organizing engineering design courses, and we indicate future research on understanding the role ofprototypes in design education and practice.