Abstract
Engineering design practice has been recognized as an effective approach to engage students in STEM learning. However, we noticed that students who possessed strong STEM knowledge did not necessarily perform well on their design projects. Thus, this study sought to explore factors that shaped students’ design objectives and means. A design-based research was adopted using a single group teaching experiment, in which students’ performance in relation to conceptual knowledge, engineering design practice, and their STEM attitudes were assessed in different design complexity groups. Based on the findings of this study, we concluded that students’ interest and metacognitive skills might be the key factors affecting their motivation during the engineering design process. Their abilities in predictive analysis and testing/revising were core elements affecting their design thinking. Our work provides preliminary evidence on how students form and present different design purposes and objectives in an engineering design project.
| Original language | English |
|---|---|
| Pages (from-to) | 1039-1060 |
| Number of pages | 22 |
| Journal | International Journal of Technology and Design Education |
| Volume | 28 |
| Issue number | 4 |
| DOIs | |
| Publication status | Published - 2018 Dec 1 |
Fingerprint
Keywords
- Design purpose
- Engineering design
- Integrative STEM curriculum
ASJC Scopus subject areas
- Education
- Engineering(all)
Cite this
Why do students present different design objectives in engineering design projects? / Fan, Szu Chun; Yu, Kuang Chao; Lou, Shi Jer.
In: International Journal of Technology and Design Education, Vol. 28, No. 4, 01.12.2018, p. 1039-1060.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Why do students present different design objectives in engineering design projects?
AU - Fan, Szu Chun
AU - Yu, Kuang Chao
AU - Lou, Shi Jer
PY - 2018/12/1
Y1 - 2018/12/1
N2 - Engineering design practice has been recognized as an effective approach to engage students in STEM learning. However, we noticed that students who possessed strong STEM knowledge did not necessarily perform well on their design projects. Thus, this study sought to explore factors that shaped students’ design objectives and means. A design-based research was adopted using a single group teaching experiment, in which students’ performance in relation to conceptual knowledge, engineering design practice, and their STEM attitudes were assessed in different design complexity groups. Based on the findings of this study, we concluded that students’ interest and metacognitive skills might be the key factors affecting their motivation during the engineering design process. Their abilities in predictive analysis and testing/revising were core elements affecting their design thinking. Our work provides preliminary evidence on how students form and present different design purposes and objectives in an engineering design project.
AB - Engineering design practice has been recognized as an effective approach to engage students in STEM learning. However, we noticed that students who possessed strong STEM knowledge did not necessarily perform well on their design projects. Thus, this study sought to explore factors that shaped students’ design objectives and means. A design-based research was adopted using a single group teaching experiment, in which students’ performance in relation to conceptual knowledge, engineering design practice, and their STEM attitudes were assessed in different design complexity groups. Based on the findings of this study, we concluded that students’ interest and metacognitive skills might be the key factors affecting their motivation during the engineering design process. Their abilities in predictive analysis and testing/revising were core elements affecting their design thinking. Our work provides preliminary evidence on how students form and present different design purposes and objectives in an engineering design project.
KW - Design purpose
KW - Engineering design
KW - Integrative STEM curriculum
UR - http://www.scopus.com/inward/record.url?scp=85027500296&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85027500296&partnerID=8YFLogxK
U2 - 10.1007/s10798-017-9420-5
DO - 10.1007/s10798-017-9420-5
M3 - Article
AN - SCOPUS:85027500296
VL - 28
SP - 1039
EP - 1060
JO - International Journal of Technology and Design Education
JF - International Journal of Technology and Design Education
SN - 0957-7572
IS - 4
ER -