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Improving Engineering Students’ Design Skills in a Project-Based Learning Course by Addressing Epistemological Issues
| Content Provider | Semantic Scholar |
|---|---|
| Author | Duffy, Gavin Chance, Shannon M. Bowe, Brian |
| Copyright Year | 2012 |
| Abstract | A novice designer is prone to making premature decisions. Rather than explore issues and research information and options, he may quickly jump to posing solutions and view design as a linear, step-by-step process. Instead of testing a variety of ideas, a beginning designer often becomes mesmerized by his initial ideas. An experienced designer, on the other hand, is much more likely conduct research and delay making decisions until the challenge has been fully explored [1]. She uses a variety of techniques to generate ideas, test them, and see how they inter-relate, sees design as an iterative process, has a variety of approaches, integrates feedback and reflects on the design process. She uses rational inquiry to cross-reference and integrate ideas, information, and personal experience. Such behaviour reflects beliefs about knowledge and its creation and such actions are hallmarks of the relativistic thinker [5] who can set goals, reflect on thinking, identify what is needed and understand why it is necessary. Although the individual seeks new experiences and multiple views, she also seeks to achieve |
| File Format | PDF HTM / HTML |
| DOI | 10.21427/D75N7Z |
| Alternate Webpage(s) | https://arrow.dit.ie/cgi/viewcontent.cgi?article=1192&context=engscheleart |
| Alternate Webpage(s) | https://www.sefi.be/wp-content/uploads/2017/10/112-sum.pdf |
| Alternate Webpage(s) | https://arrow.tudublin.ie/cgi/viewcontent.cgi?article=1192&context=engscheleart |
| Alternate Webpage(s) | https://doi.org/10.21427/D75N7Z |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
