Resumen de From engineering design research to engineering pedagogy: bringing research results directly to the students
Jim L. Borgford Parnell, Katherine Deibel, Cynthia J. Atman
This paper describes how inductive pedagogical methods and findings from our design research were used in interactive engineeringseminars to generate students’ interest and motivation and to help students gain insight into design processes. We show how designprocess timelines, which are graphical representations used for mapping and analyzing individual design processes, can be effectivelyused as learning tools in the classroom. The activities and instruments we developed are explained, and we also relate our methods toestablished learning theory and pedagogical models, including topics in metacognition, project-based learning, and inductive learning.
