embedding Context in Teaching engineering Design
embedding Context in Teaching engineering Design
复制标题
将情境融入工程设计教学
DOI：
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发表时间：
2013
期刊：
影响因子：
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通讯作者：
A. McKenna
中科院分区：
文献类型：
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作者：
Xaver Neumeyer;Wei Chen;A. McKenna
了解产品、工艺或系统的全球、社会、环境和经济(GSEE)背景对于工程师的设计和创新能力至关重要。工程专业已经排得满满当当的课程很少提供提供有意义的经验来解决这个问题的机会，因此，大多数部门将这一要求委托给早期的基石或后来的顶峰设计经验，使这些课程成为无效的“包罗万象”。为了应对这一挑战，我们利用产品考古学的范式，来理解导致产品开发的决策。产品考古被定义为重建产品生命周期的过程--客户需求、设计规范和用于创造产品的制造过程。通过将产品、流程和系统视为具有其开发历史的设计构件，我们将GSEE上下文嵌入为开发设计解决方案的中心组件。在目前的工作中，学生主要关注产品的使用寿命及其设计解决方案，而不是产品的寿命终结问题。具体地说，在我们的工作中，我们实施了几种方法，将与GSEE维度相关的上下文思维整合到高级工程设计课程中。遵循Kolb的体验式学习模式和适用于产品考古的教学框架(包括评估-解释-准备-挖掘活动)，我们重组了课程，嵌入了具体和有针对性的反思、剖析和分析活动，以便学生团队在他们的设计解决方案中有效地解决GSEE因素。本文提供了我们的教学方法的理论框架，描述了我们实施的具体教学活动，并总结了我们定性分析的结果。总体而言，我们的结果表明，使用产品解剖
Understanding the global, societal, environmental and economic (GSEE) context of a product, process or system is critical to an engineer’s ability to design and innovate. The already packed curricula in engineering programs provide few occasions to offer meaningful experiences to address this issue, and most departments delegate this requirement to an early cornerstone or later capstone design experience as a result, making these courses an ineffective “catch all”. To address this challenge, we utilize the paradigm of product archaeology, to understand the decisions that led to a product’s development. Product archaeology is defined as the process of reconstructing the lifecycle of a product – the customer requirements, design specifications, and manufacturing processes used to create it. By considering products, processes and systems as designed artifacts with a history rooted in their development, we embed GSEE context as a central component in developing design solutions. in the current work, students focus primarily on the useful life of products and their design solutions, rather than on product end-of-life issues. Specifically, in our work we have implemented several approaches to integrate contextual thinking related to GSEE dimensions into a senior level engineering design course. Following Kolb’s model of experiential learning and an instructional framework adapted for product archaeology (inclusive of evaluateexplain – prepare - excavate activities) we have restructured the course to embed specific and targeted reflection, dissection, and analysis activities so that student teams effectively address the GSEE factors in their design solutions. This paper provides the theoretical framework of our instructional approach, describes the specific didactic activities we implemented, and summarizes results from our qualitative analysis. Overall, our results suggest that the use of product dissection