Problem Decomposition and Recomposition in Engineering Design: A Comparison of Design Behavior between Professional Engineers, Engineering Seniors, and Engineering Freshmen

Autor/inn/en	Song, Ting; Becker, Kurt; Gero, John; DeBerard, Scott; DeBerard, Oenardi; Reeve, Edward
Titel	Problem Decomposition and Recomposition in Engineering Design: A Comparison of Design Behavior between Professional Engineers, Engineering Seniors, and Engineering Freshmen
Quelle	In: Journal of Technology Education, 27 (2016) 2, S.37-56 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-1064
Schlagwörter	Engineering; Design; Engineering Education; Cooperation; Video Technology; Audio Equipment; Coding; Expertise; College Freshmen; College Seniors; Comparative Analysis; Cognitive Processes; Problem Solving; Protocol Analysis; Focus Groups; Professional Personnel; Qualitative Research; Interviews; Statistical Analysis + Suchen Sie Ihr Suchwort? Maschinenbau; Ingenieurausbildung; Co-operation; Kooperation; Audio-CD; Codierung; Programmierung; Expert appraisal; Studienanfänger; College; Colleges; Senior; Hochschule; Fachhochschule; Cognitive process; Kognitiver Prozess; Problemlösen; Personalbestand; Qualitative Forschung; Interviewing; Interviewtechnik; Statistische Analyse
Abstract	The authors investigated the differences in using problem decomposition and problem recomposition between dyads of engineering experts, engineering seniors, and engineering freshmen. Participants worked in dyads to complete an engineering design challenge within 1 hour. The entire design process was video and audio recorded. After the design session, members participated in a group interview. Video and audio data were transcribed, segmented, and coded to make comparisons. Results show differences between engineering experts, seniors, and freshman in design thinking. Students tend to use depth-first decomposition, and experts tend to use breadth-first decomposition in engineering design. The results also show that students spend less cognitive effort on the problem-definition stage than engineering experts. (As Provided).
Anmerkungen	Journal of Technology Education. Web site: http://scholar.lib.vt.edu/ejournals/JTE
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01