Comparing design cognition of undergraduate engineering students and high school pre-engineering students

摘要

This paper presents the results of design cognition studies of two groups of students: high school juniors and seniors who have taken pre-engineering courses and sophomore university students in a mechanical engineering department. Both groups carried out design sessions designing for the same design challenge. Data were collected using the protocol analysis technique through video and audio recordings of design sessions. The students' design cognition was measured by segmenting and coding the transcribed videos using the Function-Behavior-Structure (FBS) ontologically-based design issues and design processes coding scheme that provides a uniform basis for analyzing design protocols. Differences in design cognition were found and tentative explanations provided to account for them.