High School Pre-Engineering Students' Engineering Design Cognition

Autor/inn/en	Lammi, Matthew D.; Wells, John G.; Gero, John
Titel	High School Pre-Engineering Students' Engineering Design Cognition
Quelle	In: International Journal of Technology and Design Education, 32 (2022) 1, S.311-331 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lammi, Matthew D.) ORCID (Wells, John G.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957 7572
DOI	10.1007/s10798-020-09614-w
Schlagwörter	High School Students; Engineering; Design; Cognitive Processes; Problem Solving; Protocol Analysis + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Maschinenbau; Cognitive process; Kognitiver Prozess; Problemlösen
Abstract	This paper presents the results of a 2-year longitudinal study aimed at characterizing and comparing the design cognition of high school students with and without formal engineering design experiences. The students--working as dyads--engaged in design-only sessions generating solutions in response to the same engineering design challenges. The design sessions were video and audio recorded, transcribed, then segmented and coded using the Function-Behavior-Structure ontologically-based design issues and design processes coding scheme. Both the design issues and design processes were described and compared between the two high school student groups. The results of this study revealed significant differences in design issues, processes, and the cognitive effort in their problem/solution spaces between the two high school student groups when the design sessions were partitioned in two and three equal contiguous fractions. The paper concludes with a discussion regarding the significance of the differences found in this study and their pedagogical implications. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01