June 15, 2019
June 15, 2019
June 19, 2019
We are using phenomenographic research methodologies to identify qualitatively different ways engineering and architecture students conceptualize design creation; we also seek to discover if and how their conceptualizations of design creation relate to their conceptualizations of knowledge generation. We intend for this work to extend research by King and Kitchener (1994) and others (Baxter Magolda, 1992; Belenky, Clinchy, Goldberger, & Tarule, 1986; Hofer & Pintrich, 2002; Perry, 1970) about the ways students develop increasingly sophisticated ways of: understanding and conceptualizing knowledge; sources of truth; how to evaluate various opinions and points-of-view; and ways to assess truthfulness and validity of new ideas. We suggest that this process manifests itself somewhat differently in fields that deal with physical sciences than in those grounded in the social sciences—the realm where these theories were established and defined. King and Kitchener (1994) have shown that conceptualizations of knowledge vary from one field to the next, yet little if any work has been done to assess and compare patterns of conceptualizations in the fields of architecture and engineering.
Many national regulatory boards urge engineering to change its educational practices to elicit high levels of student engagement and self-directed learning, and achieve outputs more like those associated with architectural education. An extensive report by the Carnegie Foundation for the Advancement of Teaching (Boyer and Mitgang, 1996) was conducted on behalf of the five organizations regulating the education and practice of architecture in the USA. That report described very high levels of student learning and engagement and recommended that the methods used to teach architecture be transferred for use in more fields. This work will provide additional understanding of this topic, identifying the various concepts that architecture students hold about knowledge and design as well as how these conceptualizations are similar and different to engineering students’ conceptualizations. An outcome of this study will be increased understanding of about aspects, of the learning experience and the learning environment, that capture attention and elicit engagement (and thereby encourage reflection, exploration, and self-directed learning) of students.
This is a work in progress. Our first phase of study has been to run a pilot; in this paper we report the context, rationale, and design of the overall study, as well as results of our pilot test. The pilot is the first step in a study seeking to provide new understandings: (1) spanning multiple professions; (2) identifying the various concepts that architecture and engineering students hold about the generation of new designs; and (3) describing how these conceptualizations compare within and between fields. The study will use phenomenography to identify qualitatively different ways engineering and architecture students conceptualize knowledge and design. To date, we have designed the study, gained approval to proceed from our ethics review board, collected three pilot interviews, adjusted our research design as a result, and gained approval for an ethics amendment to widen our sample group. In this paper, we describe the overall design of the study and what we have learned from the pilot interviews.
Chance, S. M., & Mimirinis, M., & Direito, I., & Mitchell, J. E., & Tilley, E. (2019, June), How Architecture and Engineering Students Conceptualize Design Creation: Report of a Pilot Study Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. https://peer.asee.org/32891
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