How do undergraduate engineering students conceptualize product design? An analysis of two third‐year design courses
How do undergraduate engineering students conceptualize product design? An analysis of two third‐year design courses
复制标题
工科本科生如何构思产品设计？
DOI：
10.1002/jee.20468
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发表时间：
2022
影响因子：
3.4
通讯作者：
Pitterson, Nicole
中科院分区：
文献类型：
--
作者：
Miska, Jacob W.;Mathews, Laura;Driscoll, Jessica;Hoffenson, Steven;Crimmins, Sarah;Espera, Jr., Alejandro;Pitterson, Nicole
背景工程教育传统上强调技术技能，有时以准备毕业生为真实的世界工程背景为代价。近几十年来，为了解决这一问题，在课程中增加了基于项目的作业和工程设计课程，但教育和行业之间的技能差距仍然存在。目的/假设本研究旨在了解本科工程专业学生在高级基于项目的设计课程之前和之后如何看待产品设计，通过概念图进行测量。其目的是衡量学生是否以及如何考虑设计的技术和非技术元素，以及三年级设计课程如何影响这些设计perceptions.Design/MethodConcept地图有关产品设计收集了105个三年级工程专业的学生在设计课程的开始和结束。每个概念图的内容和结构进行了定量分析，以评估学生的概念理解，并比较他们跨学科的前和后conditions.ResultsThe分析报告学生的概念如何不同的学科在一开始，他们如何改变后采取的课程。机械工程专业的学生表现出减少业务相关的内容和社会内容的关注度增加，而在工程管理和工业和系统工程专业的学生表现出增加的业务主题，特别是市场相关的content.ConclusionThis研究揭示了本科生如何概念化产品设计，并特别是在何种程度上，他们认为工程，商业和社会因素。设计课程显着塑造学生的产品设计概念化，他们这样做的方式，反映了课程大纲中的主题。研究结果为教育实践技能差距提供了见解，并可能帮助未来的教育工作者更好地为工程专业学生做好准备，以满足行业需求。
BackgroundEngineering education traditionally emphasizes technical skills, sometimes at the cost of under‐preparing graduates for the real‐world engineering context. In recent decades, attempts to address this issue include increasing project‐based assignments and engineering design courses in curricula; however, a skills gap between education and industry remains.Purpose/HypothesisThis study aims to understand how undergraduate engineering students perceive product design before and after an upper‐level project‐based design course, as measured through concept maps. The purpose is to measure whether and how students account for the technical and nontechnical elements of design, as well as how a third‐year design course influences these design perceptions.Design/MethodConcept maps about product design were collected from 105 third‐year engineering students at the beginning and end of a design course. Each concept map's content and structure were quantitatively analyzed to evaluate the students' conceptual understandings and compare them across disciplines in the before and after conditions.ResultsThe analyses report on how student conceptions differ by discipline at the outset and how they changed after taking the course. Mechanical Engineering students showed a decrease in business‐related content and an increased focus on societal content, while students in the Engineering Management and Industrial and Systems Engineering programs showed an increase in business topics, specifically market‐related content.ConclusionThis study reveals how undergraduate students conceptualize product design, and specifically to what extent they consider engineering, business, and societal factors. The design courses were shown to significantly shape student conceptualizations of product design, and they did so in a way that mirrored the topics in the course syllabi. The findings offer insights into the education‐practice skills gap and may help future educators to better prepare engineering students to meet industry needs.
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影响因子：
3.2
作者：
Zhe Wang;Olusola O. Adesope;N. Sundararajan;P. Buckley
通讯作者：
P. Buckley
第二版
DOI：
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发表时间：
2008
期刊：
影响因子：
--
作者：
Fujita J. Springer;Berlin;Schwab;M.(ed.)
通讯作者：
M.(ed.)
DOI：
10.24908/pceea.v0i0.3849
发表时间：
2011
期刊：
Comput. Educ.
影响因子：
--
作者：
E. May;D. Strong
通讯作者：
D. Strong
概念图作为研究工具：探索生物学概念的变化
DOI：
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发表时间：
1990
期刊：
影响因子：
--
作者：
J. Wallace;J. Mintzes
通讯作者：
J. Mintzes
利用基于项目的学习、绩效评估和共同核心标准实现学校转型
DOI：
--
发表时间：
2015
期刊：
影响因子：
--
作者：
B. Lenz;Justine Wells;S. Kingston
通讯作者：
S. Kingston