An exploratory study of informed engineering design behaviors associated with scientific explanations
An exploratory study of informed engineering design behaviors associated with scientific explanations
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与科学解释相关的知情工程设计行为的探索性研究
DOI：
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发表时间：
2015
期刊：
影响因子：
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通讯作者：
S. Nourian
中科院分区：
文献类型：
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作者：
Ş. Purzer;M. Goldstein;R. Adams;Charles Xie;S. Nourian
背景在工程实践中，设计与科学探究是相互交织的。在这项研究中，我们研究了设计行为和科学解释之间的关系。学生设计过程中的数据收集的学生参与了一个项目，在一个空白的正方形城市街区设计节能建筑周围的现有建筑物，使用计算机辅助设计程序，能源3D，内置的太阳能模拟能力。我们使用标准抽样选择两个高度反思的学生63高中student.ResultsThe主要数据源是设计重放（自动播放的学生设计序列内的CAD软件）和电子笔记的学生。我们确定了知情设计的证据，如问题框架，想法流畅性，平衡利益和权衡。有意义的科学学习，通过工程设计的机会发生时，学生试图平衡设计的好处和tradeoffs.ConclusionsThe结果表明，在课堂上使用的设计项目应强调权衡分析，包括时间和资源，通过实验和反思支持权衡决定。未来的研究应该探索基于大样本学生的可视化设计行为模式的方法。
BackgroundDesign and science inquiry are intertwined during engineering practice. In this study, we examined the relationship between design behaviors and scientific explanations. Data on student design processes were collected as students engaged in a project on designing energy-efficient buildings on a blank square city block surrounded by existing buildings using a computer-aided design program, Energy3D, with built-in solar energy simulation capabilities. We used criterion sampling to select two highly reflective students among 63 high school students.ResultsThe main data sources were design replays (automatic playback of student design sequences within the CAD software) and electronic notes taken by the students. We identified evidence of informed design such as problem framing, idea fluency, and balancing benefits and trade-offs. Opportunities for meaningful science learning through engineering design occurred when students attempted to balance design benefits and trade-offs.ConclusionsThe results suggest that design projects used in classrooms should emphasize trade-off analysis and include time and resources for supporting trade-off decisions through experimentation and reflection. Future research should explore ways to visualize patterns of design behavior based on large samples of students.