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Applying Bloom’s taxonomy in transdisciplinary engineering design education
International Journal of Technology and Design Education ( IF 2.1 ) Pub Date : 2020-09-12 , DOI: 10.1007/s10798-020-09621-x
Alyona Sharunova , Yang Wang , Michael Kowalski , Ahmed Jawad Qureshi

The new transdisciplinary nature of industrial product design should be appropriately addressed by post-secondary institutions and engineering schools in their curricula to ensure high quality of engineering design education and its applicability to industrial demands. To achieve this, a new transdisciplinary teaching methodology is required. This paper presents the results of a pilot trial of a new transdisciplinary teaching approach to engineering design education based on Bloom’s Taxonomy and a comparitive analysis of the cognitive game task performed by both professors and fours groups of students to investigate the differences in their design thinking. The approach included the knowledge component in the form of a lecture, a cognitive game task developed to map the design thinking of engineers, and administration of a modified sample design problem. The knowledge components consisted of a guest lecture on transdisciplinary engineering design and disciplinary differences. The cognitive task involved the formation of design activities and their placement along a general design process. The modification of the sample design problem involved the application of action verbs of Bloom’s Taxonomy to create guiding steps to guide students’ thinking while solving the problem. The results revealed a strong relation between engineering design activity and cognitive mental activity in both students and professors. The course instructors who piloted the new approach provided positive feedback finding it to be a “useful element” for the introduction of transdisciplinarity as well as for students’ reflection on their design thinking. In addition, the application of Bloom’s Taxonomy in design problems suggested potential improvements in students’ performance on design tasks. The results of this study are applicable for the development of engineering design courses and transdisciplinary projects.



中文翻译:

Bloom的分类法在跨学科工程设计教育中的应用

大专院校和工程学校应在课程中适当解决工业产品设计的新跨学科性质,以确保高质量的工程设计教育及其对工业需求的适用性。为此,需要一种新的跨学科教学方法。本文介绍了基于布鲁姆分类法的工程设计教育跨学科教学新方法的试验性结果,并比较了教授和四组学生在认知游戏任务方面的对比分析,以研究他们在设计思维上的差异。该方法包括以讲座形式的知识部分,为映射工程师的设计思维而开发的认知游戏任务,和管理修改后的样本设计问题。知识组成部分包括关于跨学科工程设计和学科差异的客座演讲。认知任务涉及设计活动的形成及其在一般设计过程中的位置。样本设计问题的修改涉及使用Bloom分类法的动作动词来创建指导步骤,以指导学生在解决问题时的思考。结果表明,学生和教授的工程设计活动与认知心理活动之间有很强的联系。试行新方法的课程讲师提供了积极的反馈,认为这对于引入跨学科性以及学生对设计思想的反思是一个“有用的元素”。此外,Bloom的分类法在设计问题中的应用表明,学生在设计任务上的表现可能得到改善。这项研究的结果适用于工程设计课程和跨学科项目的开发。

更新日期:2020-09-12
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