On Engineering Design Learning: Thoughts, Challenges, and Realities
On Engineering Design Learning: Thoughts, Challenges, and Realities
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工程设计学习：思考、挑战和现实
DOI：
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发表时间：
2019
期刊：
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通讯作者：
Dr. Waddah Akili
中科院分区：
文献类型：
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作者：
Dr. Waddah Akili
是岩土工程与材料。他的研究工作和经验包括：干旱和半干旱土壤的特征，桩基础，路面设计和材料，混凝土耐久性。他的兴趣还包括：工程教育的当代问题，以及中东和美国的问题。摘要：设计被大多数人认为是工程的中心活动。此外，众所周知，工程项目应该培养能够有效设计以满足社会和环境需求的工程师。尽管近年来，设计在广泛的教育机构中的作用和认知有了显着改善；然而，设计教师和设计从业者都认为进一步的改进是必要的。设计的一个决定性特征是，对于一个工程问题，很少有一个单一的正确答案，而是一个最佳的或可接受的解决方案，导致最终的设计，作为技术和非技术约束之间的最佳平衡。这些非技术限制通常涉及：经济、政治、社会和环境问题、伦理等。而且，虽然专业从业者普遍接受这种对设计的理解，但学生们，通过扩大，倾向于将工程设计过程解释为由严格应用的原则和“科学方法”过程支持的明确且明确定义的过程。学生对设计的愿景和错误概念确实需要与当地的普遍条件适当地保持一致。毫无疑问，任何设计课程的开始都应该先接触设计思维和相关过程。本文回顾了设计在工程项目中的作用，并概述了目前关于如何教授和学习设计思维过程的研究。它还探讨了目前最受欢迎的教学设计教学模式，即：基于项目的学习（PBL）。本文确定了PBL的几种情况，以及有关PBL成功的一些可用数据。最后，本文提出了一些应该回答的问题，以确定改善设计学习的最有效的教学实践。
is geotechnical engineering and materials. His research work & experience include: characterization of arid and semi arid soils, piled foundations, pavement design & materials, and concrete durability. interests also include: contemporary issues of engineering education in general, and those of the Middle East and the States in Abstract: Design is considered by most to be the central activity of engineering. Also, it is known that engineering programs should graduate engineers who can design effectively to meet social and environmental needs. Though the role and perception of design across a wide range of educational institutions have improved markedly in recent years; however, both, design faculty and design practitioners argue that further improvements are necessary. One of the defining characteristics of design is that there is rarely a single correct answer to an engineering problem but, rather, an optimal or acceptable solution leading to a final design, presented as the best possible balance between technical as well as non-technical constraints. These non-technical constraints, typically involve: economics, politics, social and environmental issues, ethics, etc. And, while professional practitioners generally accept this understanding of design, students, by enlarge, tend to interpret the engineering design process as an unambiguous and clearly defined process supported by rigidly applied principles and processes of “the scientific method.” Students’ vision and mis-concepts of design do require proper alignment with prevailing conditions on the ground. Undoubtedly, the start of any design course should be preceded by exposure to design thinking and related processes. The paper reviews the role of design in engineering programs, and outlines the current research on how design thinking processes could be taught and learned. It explores also the currently most-favored pedagogical model for teaching design, namely: Project-Based Learning (PBL). The paper identifies several contexts for PBL, along with some available data on it success. Finally , the paper raises some of the questions that should be answered to identify the most effective pedagogical practices of improving design learning.