Why do students present different design objectives in engineering design projects?

Szu Chun Fan, Kuang Chao Yu*, Shi Jer Lou

*此作品的通信作者

研究成果: 雜誌貢獻期刊論文同行評審

7 引文 斯高帕斯(Scopus)

摘要

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.

原文英語
頁(從 - 到)1039-1060
頁數22
期刊International Journal of Technology and Design Education
28
發行號4
DOIs
出版狀態已發佈 - 2018 十二月 1

ASJC Scopus subject areas

  • 教育
  • 工程 (全部)

指紋

深入研究「Why do students present different design objectives in engineering design projects?」主題。共同形成了獨特的指紋。

引用此