Limitations in the decision strategies of design students

Simmonds, Roger

doi:10.1016/0142-694x(80)90043-5

Cited by 11 publications

(4 citation statements)

References 2 publications

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“…This is called 'idea fixation'. This indicates that the ill-structured nature of design problems is ignored by the students, leading to poor performance in design education (Simmonds 1980;Portillo and Dohr 1989). One of the reasons why students tend to ignore the ill-structured nature of design problems, could be that students do not recognize the functions of research for design.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Student and teacher perceptions of the functions of research in the context of a design-oriented STEM module

Vossen

Tigelaar

Henze

et al. 2019

Int J Technol Des Educ

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Technological design is a core activity in Science, Technology, Engineering and Mathematics (STEM) education. During the design process, students often employ research activities to enhance the quality of their design decisions and to rise above a mere trial-and-error approach to designing. There are many functions of research within the design process, for example theoretical research, user research, or testing a prototype. In this study, we aimed to examine student and teacher perceptions of the functions of research in the context of a design-oriented STEM module in Dutch secondary education. To do so, we first examined in what ways students and teachers who conducted or respectively taught the STEM module recognized functions of research within design. We also looked at the value students attributed to these functions, and how teachers described their facilitation of the functions of research within design. During the STEM module, students conducted a design project related to an authentic problem in biomedical technology, while using research activities to support their design decisions. Results from student focus groups and teacher interviews showed that they recognized several ways in which research activities contribute to a design process. Students valued the functions of research within design as important for the end product, although some students preferred to skip research and start building their design right away. Some teachers employed strategies to ensure students learned to do research steps, for example by a reverse design exercise. The results from this study raise the question whether all students should apply research activities in the same order during a design process, since different students seem to prefer different ways of designing. A design-oriented STEM module like this one is an appropriate way to start showing students the functions of research within design, however differentiation between different students' preferences could possibly enhance this learning process.

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Section: Theoretical Frameworkmentioning

confidence: 99%

Student and teacher perceptions of the functions of research in the context of a design-oriented STEM module

Vossen

Tigelaar

Henze

et al. 2019

Int J Technol Des Educ

View full text Add to dashboard Cite

show abstract

“…Traditionally, design teachers have been practising designers who pass on their knowledge, skills and values through a process of apprenticeship. Design students 'act out' the role of designer in small projects 6 , and are tutored in the process by more experienced designers. These design teachers are firstly designers, and only secondly and incidentally teachers.…”

Section: Design In General Educationmentioning

confidence: 99%

Designerly Ways of Knowing

Cross¹

2016

Design: Critical and Primary Sources

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This is the third paper in a series being published in Design Studies, which aims to establish the theoretical bases for treating design as a coherent discipline of study. The first contribution in the series was from Bruce Archer, in the very first issue of Design Studies, and the second was from Gerald Nadler, in Vol 1, No 5. Further contributions are invited. Here, Nigel Cross takes up the arguments for a 'third area' of education-design-that were outlined by Archer. He further defines this area by contrasting it with the other twosciences and humanities-and goes on to consider the criteria which design must satisfy to be acceptable must imply a reorientation from the instrumental aims of conventional design education, towards intrinsic values. These values derive from the 'designerly ways of knowing'. Because of a common concern with these fundamental 'ways of knowing', both design research and design education are contributing to the development of design as a discipline.

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“…18,39 Unlike experts, novices attempt to avoid uncertainty and ambiguity, and seek a solid, unchanging foundation for their decisions whenever possible. 8,59 Their literal view of the problem and attempt to fit it into their fact-based experience is a means of reducing this uncertainty and ambiguity. 13,44 When they cannot eliminate uncertainty, novice designers lack confidence in their design decisions.…”

Section: Novice Design Strategiesmentioning

confidence: 99%

“…33,43 Because they strive to base their decisions on what they believe to be literal or unchangeable facts and these decisions are often made concrete through implementation, novices are generally unable or unwilling to change decisions that have been made. 59 Overview of the P 3 F The Principles, Patterns, and Process Framework is made up of four related elements: a set of fundamental design principles, pattern structures that help "chunk" information into manageable and relatable pieces, a process for applying the design principles and navigating through the developing design, and a template for making informed and confident design decisions. Together these elements provide a simple and extensible set of tools that incorporate the expert design strategies noted above in a structure and format that can be used by novice software designers.…”

Section: Novice Design Strategiesmentioning

confidence: 99%

Inoculating Novice Software Designers with Expert Design Strategies

Wright¹

2012 ASEE Annual Conference &Amp; Exposition Proceedings

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earned his Ph.D. in computer science from North Carolina State University. He is currently a Research Associate in the Computer Science Department, overseeing the day-to-day operations of four different research projects. Wright has taught a variety of undergraduate courses at NCSU and other local institutions. His research interests include software design and engineering education, focusing on ways to help students think more like engineering professionals than students, as well as developing teaching and learning tools and strategies that help keep students interested in computer science.

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Limitations in the decision strategies of design students

Cited by 11 publications

References 2 publications

Student and teacher perceptions of the functions of research in the context of a design-oriented STEM module

Student and teacher perceptions of the functions of research in the context of a design-oriented STEM module

Designerly Ways of Knowing

Inoculating Novice Software Designers with Expert Design Strategies

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