Work in progress - student representations and conceptions of design and engineering
Work in progress - student representations and conceptions of design and engineering
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正在进行的工作 - 学生的设计和工程陈述和概念
DOI：
10.1109/fie.2009.5350576
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发表时间：
2009
期刊：
影响因子：
--
通讯作者：
L. Leifer
中科院分区：
文献类型：
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作者：
M. Lande;L. Leifer
为了让学生对设计和工程活动有概念性的理解，一组工程专业的研究生被要求完成一系列的绘图任务。一组在斯坦福大学就读设计项目课程的机械工程硕士一年级学生被要求在课程开始和结束时生成他们的“典型设计过程”的概念图。学生们还被要求画一个工作中的设计师和一个工作中的工程师，沿着画一个科学家测试的路线。从定性内容分析的初步结果表明，随着时间的推移，设计过程的概念图成熟沿着一致的学习轨迹。学生们也有不同的，但互补的模型，设计师和工程师的角色沿着两个新兴的主题：想法产生与想法实施和以人为本的设计与技术为中心。这些中间结果表明，在这一领域的进一步研究。
To get at students' conceptual understandings of design and engineering activity, a group of graduate engineering students were asked to perform a series of drawing tasks. A group of first-year master's students in Mechanical Engineering enrolled in design project courses at Stanford University were asked to generate a concept map of their “typical design process” at the beginning and end of their course. Students were also asked to draw a designer at work and an engineer at work, along the lines of the Draw-a-Scientist Test. Initial findings from qualitative content analysis indicate that the concept maps of design process mature over time along a consistent learning trajectory. Students also have distinct but complimentary models of the roles of a designer and engineer along two emerging themes: idea generation vs. idea implementation and human-centered design vs. technology-centered. These intermediate results point to further study in this area.