Designs are Cultural Alloys, ‘STeMPJE’ in Design Methodology

Sarlemijn, Andries

doi:10.1007/978-94-015-8220-9_9

Cited by 16 publications

(10 citation statements)

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“…Through synthesis, designers leverage a wider range of knowledge that includes disciplinary, cultural, emergent, and embodied ways of knowing to solve novel engineering problems in specific contexts. For this reason, the synthetic nature of engineering knowledge connects activity across time and space (Roth 1996 ; Suchman 2000 ), and engineered artifacts embody the evolution of an idea and the collective knowledge of communities (Sarlemijn 1993 ; Suchman 2000 ). The siloed nature of school subjects can place implicit boundaries around what types of knowledge get counted during the engineering design projects in K-12 classrooms as does the normative approach of teaching engineering as an applied science in these settings.…”

Section: Principle Elements Of the Enterprise Of Engineering For Equimentioning

confidence: 99%

Engineering Education as the Development of Critical Sociotechnical Literacy

McGowan

Bell

2020

Sci & Educ

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Recent policy documents position engineering as a way to broaden participation for students in STEM fields. However, a recent review of the literature on engineering education found that fewer than 1% of reviewed articles focused on issues of equity and broadening participation. For this reason, there are few frameworks to build on when designing for equitable engineering instruction in K-12 settings. Diversifying participation in engineering means that we need to not just bring learners into existing engineering practices, structures, and ways of knowing, but that we take a critical look at the field of engineering education and challenge researchers and educators to create learning opportunities that build on diverse ways of knowing about engineering and being engineers in the world, with a focus on relating course materials to learners' everyday lives. In this paper, we leverage the diverse histories, epistemologies, and ways of knowing in engineering to outline the possibilities for learners to critically engage with engineering in K-12 settings and we ask the question, "How can we design learning environments to help students critically understand the intrinsic and systemic sociotechnical relationships between people, communities, and the built environment?" To answer this question, we propose an instructional framework for developing learners' critical sociotechnical literacy, which is a place-based approach for critically engaging learners in understanding the impacts of engineering and technology on their own communities and everyday lives in order to restory these spaces for a more equitable and just future.

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Section: Principle Elements Of the Enterprise Of Engineering For Equimentioning

confidence: 99%

Engineering Education as the Development of Critical Sociotechnical Literacy

McGowan

Bell

2020

Sci & Educ

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“…To understand the rationale of the Brabantia corkscrew development process, we will use an analysis approach that describes the influence of scientific (S), technological (Te), market (M), politi~~ju~dical (P/J) and aesthetic (E) factors. This approach, known as STeMPJE [4], was previously used to analyse the Philips Plumbicon (a television camera pickup tube) [5] and the Philips Stirling engine [6] developments3. These analyses led to the concept of 'piecemeal rationality': management decisions on design are guided by a combination of the factors mentioned above, and as this combination evolves during the history of a design, so do the requirements that the design must satisfy.…”

Section: The Focus Of the Design Methodological Analysis Of The Brabamentioning

confidence: 99%

“…Contrary to this traditional approach, the STeMPJE approach focusses on the various types of factor that determine the characteristics of a design. This approach and case studies that illustrate it are described in refs [4][5][6].…”

Section: Notesmentioning

confidence: 99%

“…9 These points were described in more detail in the 'Plaintiffs Request for Admission' (19 June 1987) and admitted by the defendants ('Defendants' Admissions', 9 August 1987). 4 The difference between these three types can be described as follows: experience-based technologies use knowledge that is no more than a collection of systematically acquired practical data on, e.g., material properties; macrotechnologies use more fundamental theories on macroscopic-level phenomena, such as thermodynamics or electrodynamics, in order to improve existing designs; in microtechnological developments, fundamental theories of microstructures are indispensable for the design. The gap between design reality and idealized theory increases from experience-based technologies to macrotechnologies to microtechnologies.…”

Section: Notesmentioning

confidence: 99%

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Design process dynamics in an experience-based context: a design methodological analysis of the Brabantia corkscrew development

Vries

1994

Technovation

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DOI to the publisher's website. • The final author version and the galley proof are versions of the publication after peer review. • The final published version features the final layout of the paper including the volume, issue and page numbers. Link to publication General rights Copyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights. • Users may download and print one copy of any publication from the public portal for the purpose of private study or research. • You may not further distribute the material or use it for any profit-making activity or commercial gain • You may freely distribute the URL identifying the publication in the public portal. If the publication is distributed under the terms of Article 25fa of the Dutch Copyright Act, indicated by the "Taverne" license above, please follow below link for the End User Agreement:

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“…The acronym he came up with for his approach was STeMPJE, which stands for a range of factors that need to be taken into account in technological developments, if ever they are to be successful: scientific, technological, market, political, juridical and (a)esthetical factors. By applying this analysis to different examples of technological developments, Sarlemijn (1993) was able to show the need for distinguishing between different types of technologies. His distinction was based on differences in the dynamics of these factors in the course of a technological development.…”

Section: Analyzing Technological Complexitymentioning

confidence: 99%