Year: 2015
Editor: Christian Weber, Stephan Husung, Gaetano Cascini, Marco Cantamessa, Dorian Marjanovic, Monica Bordegoni
Author: Kannengiesser, Udo (1); Gero, John (2); Wells, John (3); Lammi, Matthew (4)
Series: ICED
Institution: 1: Metasonic GmbH, Germany; 2: UNCC & GMU, USA; 3: VPI, USA; 4: NC-State, USA
Section: Human Behaviour in Design, Design Education
Page(s): 267-276
ISBN: 978-1-904670-74-2
ISSN: 2220-4334


This paper tests the hypothesis that the design cognition of high school students who have taken pre-engineering courses will be different to those who have not. The test is based on analysing and comparing two sets of design protocol studies for the respective groups of students. All design protocols are coded uniformly using the Function-Behaviour-Structure (FBS) ontology. The analysis in this paper focuses on three aspects: design issue distributions, cumulative design issues and cumulative design processes. The results show that there is no statistical support for the hypothesis that differences exist between the pre-engineering and non-engineering student groups. These unexpected results potentially have profound implications for high school pre-engineering education.

Keywords: Design Education, Design Cognition, Human Behaviour In Design

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