ABSTRACT

Background: Design problems have long attracted researchers’ attention for their potential to provide authentic learning opportunities. While we have methods for supporting students to learn through relatively simple engineering and design tasks, supporting students to address complex problems that they find and frame remains poorly understood. Designing for the real world presents opportunities to understand how heterogenous engineering practices emerge from students’ experiences, how problems are negotiated and reframed, and the forms of learning such experiences support. Descriptions of engineering practice often privilege technical aspects, where heterogeneous engineering emphasizes the active coordination of social and material dimensions as well.

Methods: We present two cases from large, complex design projects: (1) a design-based research study in a school-based making space and (2) an extended participant observation in a design-build school. We used interaction analysis to characterize the forms of participation.

Findings: We identified ways students negotiated social and material elements of design, how they coordinated these activities, and how the instructional environments contributed to developing heterogeneous practices.

Contribution: Designers and materials both operated as agentive actors in dialogic conversations that coordinated the multitude of considerations involved in heterogeneous engineering. We argue for the importance of fostering sociomaterial entanglements to support learning in design.

摘要

背景：设计问题长期以来一直吸引研究人员的注意力，因为它们有潜力提供可靠的学习机会。虽然我们有支持学生通过相对简单的工程和设计任务学习的方法，但仍然缺乏对帮助学生解决他们发现和构造的复杂问题的支持。面向现实世界的设计提供了机会，以了解学生的经验中如何产生异类工程实践，如何协商和重组问题以及学习此类经验的形式。工程实践的描述通常优先考虑技术方面的内容，其中异构工程也强调社会和物质方面的积极协调。

方法：我们从大型，复杂的设计项目中提出两个案例：（1）在基于学校的制作空间中进行基于设计的研究，以及（2）在设计-建造学校中进行扩展的参与者观察。我们使用交互分析来表征参与的形式。

调查结果：我们确定了学生如何协商设计的社会和物质元素，他们如何协调这些活动以及教学环境如何促进异类实践的发展。

贡献：设计师和材料在对话对话中充当代理角色，这些对话协调了异构工程中涉及的多种考虑。我们认为培养社会材料纠缠以支持设计学习的重要性。