Investigating Engineering Design Through Model-Building
Chris Rogers2009
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Abstract
This paper reports on a study utilizing Verbal Protocol Analysis (VPA) during prototype construction to investigate student's understanding of the engineering design process. Students were asked to think aloud during the design and construction of a prototype jar opener for physically challenged individuals. The results show that the inclusion of a hands-on component helped not only the researchers gauge student's understanding, but also helped the students in designing possible solutions.
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is a graduate student at Tufts University. She is currently pursuing a Ph.D. in mechanical engineering with a research focus on engineering education. She received a M.S. from Tufts University in science, technology, engineering and math education and a B.S. from Northwestern University in mechanical engineering. Her current research involves examining the design process of undergraduate students in project-based courses.
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Seitamaa-Hakkarainen, P. (1997). Revealing Design Thinking Through Protocol Data. In Seitamaa-Hakkarainen, P & Uotila, M. (eds.) Produkt, fenomen, upplevelse. Proceedings of Symposium, Helsinki November, 7-9.1996. Techne Series. Research in Sloyd Education and Crafts Science B. 3. (pp.180-197).
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Chapter 7 Exploring the effects of design-based learning characteristics on teachers and students 7.1 Introduction 7.2 Design-based learning theoretical framework 7.3 Research on solving design problems 7.4 Research questions 7.5 Method and design of the study 7.5.1 Research context 7.5.2 Participants 7.5.3 Research methods and instruments 7.6 Results 7.6.1 Results of the quantitative survey 7.6.2 Results of qualitative research 7.7 Conclusions 7.8 Discussion 7.9 References Chapter 8 Conclusions and discussion 8.1 Introduction 8.2 Main findings 8.2.1 Design-based learning as an educational approach for technical education 8.2.2 Design-based learning application in engineering projects 8.2.3 The supervision of DBL groups 8.2.4 The redesign of the DBL projects 8.2.5 T ch ', v o ' d d ' c o 8.2.6 Project characteristics 8.2.7 Professionalization of teachers 8.2.8 Final remarks on the results of the research 8.3 Methodological considerations 8.3.1 The quality of the research instruments 8.3.2 Sampling and generalizability 8.4 DBL theoretical framework in retrospect 8.4.1 Design-based learning as an instructional approach for engineering education 186 8.4.2 Situated learning and the concept of authenticity 8.4.3 Cognitive apprenticeship and the notion of scaffolding 8.5 Implications for educational practice 8.6 Implications for further research 8.7 References Contents v Appendices Appendix 1. Likert-scale questionnaire with five dimensions 199 Appendix 2. Likert-scale questionnaire with only three dimensions Appendix 3. Coding scheme used in protocol analysis of project documents 206 A d x 4. Ob v o m fo ob v o of v o ' c o 210
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