Design timelines: Concrete and sticky representations of design process expertise

被引：32

作者：

Atman, Cynthia J. ^{[1
]}

机构：

[1] Univ Washington, Human Ctr Design & Engn, Seattle, WA 98105 USA

来源：

DESIGN STUDIES | 2019年 / 65卷

基金：

美国国家科学基金会;

关键词：

design expertise; design education; design cognition; protocol analysis; design representations; ENGINEERING DESIGN; STUDENTS; FRESHMAN;

D O I：

10.1016/j.destud.2019.10.004

中图分类号：

T [工业技术];

学科分类号：

08 ;

摘要：

This paper presents findings from the analysis of data from 177 individuals who solved 401 separate design problems. The findings from this body of research show that individuals with more expertise have processes that are more complex, consider a broader set of information, spend more time problem solving and are more likely to demonstrate a cascade pattern in their design activities. This paper also demonstrates the utility of a commitment to a single research methodology, creating a design timeline representation that is both concrete (visible) and sticky (memorable), and using that representation to tell a consistent story about design processes. Examples of using the timelines to teach about design processes demonstrate timelines are indeed sticky for students of design. (C) 2019 The Author. Published by Elsevier Ltd.

引用

页码：125 / 151

页数：27