From Engineering Design Research to Engineering Pedagogy: Bringing Research Results Directly to the Students

摘要

This paper describes how inductive pedagogical methods and findings from our design research were used in interactive engineering seminars to generate students' interest and motivation and to help students gain insight into design processes. We show how design process timelines, which are graphical representations used for mapping and analyzing individual design processes, can be effectively used as learning tools in the classroom. The activities and instruments we developed are explained, and we also relate our methods to established learning theory and pedagogical models, including topics in metacognition, project-based learning, and inductive learning.