Expertise development in product design—strategic and domain-specific knowledge connections

Popovic, Vesna

doi:10.1016/j.destud.2004.05.006

Cited by 67 publications

(50 citation statements)

References 15 publications

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“…This lends credence to the assertion by Cardella et al (2006) that availability and use of instructional materials helps students in acquisition of design skills. This finding emphasises the need for the acquisition of design knowledge by students when design expertise is the goal (Bjorklund & Eloranta, 2008;Popovic, 2004). It may therefore be implied that students of design need to be conversant with design texts if they are to develop their expertise.…”

Section: Discussion Of Resultsmentioning

confidence: 99%

“…Expertise in the domain of design has been studied in some detail (see, for example, Cross, 2001Cross, , 2003Cross, , 2004Dorst, 2011;Dorst & Reymen, 2004;Popovic, 2004;Lawson & Dorst, 2005). Case study method is sometimes used to study students' design processes on a particular design project, through observation (Popovic, 2004).…”

Section: Approaches Used In the Study Of Expertisementioning

confidence: 99%

“…Case study method is sometimes used to study students' design processes on a particular design project, through observation (Popovic, 2004). A step further is the verbal protocol method, often used with the interview method, where respondents are prompted to give verbal reports through reflection on mental processes or by narration of events, experiences and life histories (Cardella, et al, 2006;Cross, 2003;Smith, 2015).…”

Section: Approaches Used In the Study Of Expertisementioning

confidence: 99%

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Development of design expertise by architecture students

Oluwatayo

Ezema²,

Opoko

2017

JLD

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Section: Discussion Of Resultsmentioning

confidence: 99%

Section: Approaches Used In the Study Of Expertisementioning

confidence: 99%

Section: Approaches Used In the Study Of Expertisementioning

confidence: 99%

See 1 more Smart Citation

Development of design expertise by architecture students

Oluwatayo

Ezema²,

Opoko

2017

JLD

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“…For example, expert designers focus on content because skills, practices and activities are familiar. Novices mainly focus on process-related issues, needed for success, in which content is largely overlooked (Popovic 2004). Wendell (2008) states that scientific content may not emerge because students focus on doing.…”

Section: Foundations Of Lbdmentioning

confidence: 99%

Concept learning by direct current design challenges in secondary education

Breukelen

Vries

Schure

2016

Int J Technol Des Educ

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This paper presents a mixed methods study in which 77 students and 3 teachers took part, that investigated the practice of Learning by Design (LBD). The study is part of a series of studies, funded by the Netherlands Organisation for Scientific Research, that aims to improve student learning, teaching skills and teacher training. LBD uses the context of design challenges to learn, among other things, science. Previous research showed that this approach to subject integration is quite successful but provides little profit regarding scientific concept learning. Perhaps, when the process of concept learning is better understood, LBD is a suitable method for integration. Through pre-and post-exams we measured, like others, a medium gain in the mastery of scientific concepts. Qualitative data revealed important focus-related issues that impede concept learning. As a result, mainly implicit learning of loose facts and incomplete concepts occurs. More transparency of the learning situation and a stronger focus on underlying concepts should make concept learning more explicit and coherent.

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“…The selection of experts is made from the identification of the main authors of the literature review, which showed experts and research centers with more scientific production. A list was prepared with data from 103 experts, which were invited (via e-mail) to participate in the study (the survey was attached in this message Popovic (2004), by doing this the sample is representative regarding a specific domain, based on the extensive experience of the experts. Table 2 condenses the characteristics of the group of experts consulted.…”

Section: Samplementioning

confidence: 99%

Conceptual model for the design of product systems

Vásquez

Triana

2016

ing.inv.

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Based on the concepts of personalization, differentiation and variability, product systems are characterized and the conditions for their design are explored. In the analysis of literature,17 variables related to the design of product systems were identified, and used to develop a conceptual model. In order to validate this finding, a survey was applied to 57 experts in the field of design. By means of a factor analysis, variables are reduced and the underlying conceptual relationships are identified. As a result of the validation, three factors are identified: structure, coherence and order, which contain the variables that determine the attributes of the product systems. These findings support the conclusion that the origin of the design process of these systems is based on the analysis of consumers and the multiple uses given and experiences obtained from these products. Study boundaries are established and future research possibilities are outlined.Keywords: Product systems, differentiation, variability, systemic design, customization. RESUMENA partir del estudio de los conceptos de personalización, diferenciación y variabilidad, se caracterizaron a los sistemas de productos y se exploran las condiciones requeridas para su diseño. En el análisis de la literatura se identificaron 17 variables relacionadas con el diseño de estos sistemas y se utilizaron para elaborar un modelo conceptual. Para validar este hallazgo se aplicó una encuesta a 57 expertos en el área del diseño. Mediante el análisis factorial se reducen las variables y se identifican las relaciones conceptuales subyacentes. Como resultado de la validación, se identifican tres factores: estructura, coherencia y orden, los cuales contienen las variables que determinan los atributos de los sistemas de productos. Los hallazgos permiten afirmar que el origen de proceso de diseño de estos sistemas se basa en el análisis de los consumidores y los múltiples usos y experiencias que estos realizan con los productos. Se establecen los límites del estudio y se delinean futuras investigaciones.Palabras clave: Sistemas de productos, diferenciación, variabilidad, diseño sistémico, personalización.

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Expertise development in product design—strategic and domain-specific knowledge connections

Cited by 67 publications

References 15 publications

Development of design expertise by architecture students

Development of design expertise by architecture students

Concept learning by direct current design challenges in secondary education

Conceptual model for the design of product systems

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