文章基本信息

标题：Experiential Learning vs Systematic Prescriptions in Engineering Design: A Crossroads for Education
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作者：G. R. Gressfc ; S. Li ; R. W. Brennan 等
期刊名称：Proceedings of the Canadian Engineering Education Association
出版年度：2018
DOI：10.24908/pceea.v0i0.12976
出版社：The Canadian Engineering Education Association (CEEA)
摘要：The systematic, non-experiential prescriptions of classical design methodology continue to have a strong presence in large segments of design research and education while another segment sees domain experience and consequent intuition and creativity as being key to successful design. In this paper the two approaches are outlined and the empirical research literature in human behaviour is employed to discern discrepancies and potential weaknesses. Results show that gaining experience in a domain intrinsically changes how one designs, which the classical methodology does not account for. For example, only designers with tactile and visual domain experience can abstract functions per the dictates of the classical (non-experiential) methodology, which means that they cannot have used the methodology to learn basic design in the first place – or did so only with great difficulty. This and other conflicts pose problems for the education of engineering design students, and to fathom their extent this paper surveys engineering design textbooks offered in Canada and the U. S.; all of the books are found to embrace the classical methodology. If they are to remain involved in preparing students for entry into industry then some aspects of their contained classical methodology must be supplanted by experiential approaches to design educatio