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

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

ISBN-10: 0080438687

ISBN-13: 9780080438689

Content material:

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

, Pages 1-11, Wendy C. Newstetter, Charles M. Eastman, W. Michael McCracken
Chapter 2 - Stalking Homo Faber: A comparability of analysis techniques 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 reviews of layout Activity

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

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

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

, Pages 147-198, Charles Eastman, layout Computing
Chapter nine - visible Analogy—a process 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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Extra resources for Design Knowing and Learning: Cognition in Design Education

Example text

88; Guindon 90; Ennis and Gyeszley 91; Christaans and Dorst 92; Rowland 92; Sutcliffe and Maiden 92; Cross et al. 94; James et al. 94; Cross et al. 96). The implementation of verbal protocol analysis can be time-consuming and the results challenging to interpret. g. Chi 97). The process consists of the following general activities (not necessarily in this order): 1. 2. 3. 4. 5. Develop a coding scheme, Choose a problem, in this case a design problem, Collect protocols from students as they solve the problem, Code the protocols according to the coding scheme, and Analyze and interpret results.

The choice of those problems in verbal protocol studies is typically constrained by the requirement that subjects "think-aloud" during the process of completing the problem and also by the need to record and analyze the protocol. Collectively, our studies have involved the use of four design problems. In three of these problems, subjects are asked to design a solution to satisfy a stated need. In the other problem, subjects are asked to describe factors that would need to be taken into account during the design process.

G ~ - . ~ ' ~ - ' ~ o~j:: Design Knowing and Learning To explore the impact of a semester of freshman engineering education, this study was set up to compare the design behaviors of freshmen at the beginning of their first semester (pre-engineering) with the design behaviors of freshmen at the end of their first semester (post-semester). These subjects were asked to work through the Ping-pong, Street Crossing, and Midwest floods problems in a session scheduled for two hours. The study was set up as a between-subject design, with 16 pre-semester subjects and 16 post-semester subjects.

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

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