Undergraduate students’ beliefs about diverse approaches to making engineering design decisions: Exploring change during a capstone course
Undergraduate students’ beliefs about diverse approaches to making engineering design decisions: Exploring change during a capstone course
复制标题
本科生对制定工程设计决策的多种方法的信念：探索顶点课程中的变化
DOI：
10.1007/s10798-022-09802-w
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发表时间：
2023
影响因子：
2.1
通讯作者：
Dringenberg, Emily
中科院分区：
文献类型：
--
作者：
Leonard, Alexia;Guanes, Giselle;Dringenberg, Emily
结构良好的，去语境化的问题，可以只用技术方法解决仍然是工程教育课程的一个重要组成部分。因此，学生可能会错误地认为所有的工程工作都可以用同样的方式完成，而不需要使用其他方法。顶点设计课程是一种既定的方式，让本科生接触到更真实地反映工程实践的结构不良的设计任务。然而，很少有人知道他们的顶点设计经验对他们的信念如何工程设计决策的影响。我们的研究比较了学生的信念四种不同的方法（技术，移情，猜测为基础的，基于经验的），使工程设计决策在他们的顶点开始时，他们的信念在他们的顶点结束。我们进行和分析定性成绩单从一对一，半结构化的采访与17个顶点学生。我们发现很少有证据表明，学生在顶点课程的经验改变了他们的信念，不同的方法，使工程设计决策。我们在学生的信念中发现的最小变化主要是基于猜测的方法，并且这种变化在确实表现出变化的学生中并不一致。我们的研究结果指出，在整个工程顶点设计经验的设计决策方法的学生的信念的弹性。因此，我们建议教师在课堂上培养反思性，以打破这些有限的，规范的信念，需要作出工程设计决策的方法。
Well-structured, de-contextualized problems that can be solved using solely technical approaches remain a large component of the engineering education curriculum. As a result, students may mistakenly believe that all engineering work can be done the same way—without the use of other approaches. Capstone design courses are an established way of exposing undergraduate students to ill-structured design tasks that more realistically reflect engineering practice. Yet, little is known about the influence of their capstone design experiences on their beliefs about how engineering design decisions are made. Our study compared students’ beliefs about four diverse approaches (technical, empathic, guess-based, and experience-based) to making engineering design decisions at the start of their capstone to their beliefs held at the end of their capstone. We conducted and analyzed qualitative transcripts from one-on-one, semi-structured interviews with 17 capstone students. We found little evidence that students’ experience in capstone courses changed their beliefs about diverse approaches to making engineering design decisions. The minimal change that we did find in students’ beliefs was primarily about guess-based approaches, and that change was not uniform amongst the students who did demonstrate change. Our findings point to the resiliency of students’ beliefs about approaches to design decisions throughout an engineering capstone design experience. Therefore, we recommend instructors foster reflexivity within their classrooms to disrupt these limited, normative beliefs about the approaches needed to make engineering design decisions.
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