Design Knowing and Learning: Cognition in Design Education by C. Eastman, W. Newstetter, M. McCracken

By C. Eastman, W. Newstetter, M. McCracken

Content material:

, Pages v-vii
Chapter 1 - creation: Bringing layout realizing and studying Together

, Pages 1-11, Wendy C. Newstetter, Charles M. Eastman, W. Michael McCracken
Chapter 2 - Stalking Homo Faber: A comparability of study concepts for learning layout Behavior

, Pages 13-36, David Latch Craig
Chapter three - learning Engineering layout studying: 4 Verbal Protocol Studies

, Pages 37-60, Cynthia J. Atman, Jennifer Turns
Chapter four - beginner Conceptions of layout: Implications for the layout of studying Environments

, Pages 63-77, Wendy C. Newstetter, W. Michael McCracken
Chapter five - layout Cognition: effects from Protocol and different Empirical experiences of layout Activity

, Pages 79-103, Nigel Cross
Chapter 6 - editions in layout Cognition

, Pages 105-124, Ömer Akin
Chapter 7 - Defining layout among domain names: a controversy for layout learn á los angeles Carte

, Pages 125-146, Craig Zimring, David Latch Craig
Chapter eight - New instructions in layout Cognition: reports of illustration and Recall

, Pages 147-198, Charles Eastman, layout Computing
Chapter nine - visible Analogy—a approach for layout Reasoning and Learning

, Pages 199-219, Gabriela Goldschmidt
Chapter 10 - Dissociation of layout Knowledge

, Pages 221-240, Vinod Goel
Chapter eleven - Scenario-Based layout: a short historical past and Rationale

, Pages 241-268, John M. Carroll
Chapter 12 - The brain in layout: A Conceptual Framework for Cognition in layout Education

, Pages 269-295, Rivka Oxman
Chapter thirteen - layout understanding & studying: A Socially Mediated Activity

, Pages 297-314, Louis L. Bucciarelli

, Pages 315-318

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Additional resources for Design Knowing and Learning: Cognition in Design Education

Sample text

Akin (3, and Lin C T, (1996), Design protocol data and novel design decisions, N Cross, H Christiaans, and K Dorst Eds. Analysing design activity, John Wiley & Sons, New York, NY, 35-63. Atman C J, Chimka J R, Bursic K M, and Nachtmann H L, (1999), A comparison of freshman and senior engineering design processes, Design Studies, 20(2), 131-152. Barsalou L W, (1993), Structure, flexibility, and linguistic vagary in concepts: Manifestations of a compositional system of perceptual symbols, A C Collins, S E Gathercole, and M A Conway Eds.

As indicated in Table 3, twenty-four seniors and twenty-six freshmen participated in the study. In the analysis, the data were coded in a number of different ways. The design step codes were used as before to capture design process. , swingset, parkbench). In addition, a new design process variable- design s t a g e - was introduced. The three codes of this variable- problem scoping, developing alternatives, and project realization- were derived from the design step codes in the following w a y problem scoping consists of identification of need, problem definition, and information gathering; developing alternatives consists of generating alternatives, modeling, feasibility analysis, and evaluation; and problem realization consists of decision making, communication, and implementation.

As we have seen repeatedly in our research, different sequences and durations of these activities can lead to a variety of different design processes. Additionally, we have developed coding schemes to describe other aspects of student design behavior. For example, we have explored the number and type of criteria that students considered. With a similar approach, we have explored the number of design alternatives that students consider. We have also developed coding schemes to explore information gathering behavior.

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