Practical Reasoning and Engineering

Hughes, JL Jesse

doi:10.1016/b978-0-444-51667-1.50018-5

Cited by 17 publications

(11 citation statements)

References 12 publications

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“…This fixation to the syllogistic form of abduction has been inherited to treatments of design abduction. The far more common way of conceptualizing design as moves along means–ends hierarchies (Hughes, 2009) is rarely analyzed from the perspective of abduction. To the same effect, Niiniluoto (1999) discusses the foundational role geometrical analysis has played as a model of reasoning in science, covering also abductive inferences in that analysis.…”

Section: Discussionmentioning

confidence: 99%

Explicating concepts in reasoning from function to form by two-step innovative abductions

Kroll

Koskela

2016

AIEDAM

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The mechanism of design reasoning from function to form is suggested to consist of a twostep inference of the innovative abduction type. First is an inference from a desired functional aspect to an idea, concept or solution principle to satisfy the function. This is followed by a second innovative abduction, from the latest concept to form, structure or mechanism. The intermediate entity in the logical reasoning, the concept, is thus made explicit, which is significant in following and understanding a specific design process, for educating designers, and to build a logic-based computational model of design. The idea of a two-step abductive reasoning process is developed from the critical examination of several propositions made by others. We use the notion of innovative abduction in design, as opposed to such abduction where the question is about selecting among known alternatives, and we adopt a previously proposed two-step process of abductive reasoning. However, our model is different in that the two abductions used follow the syllogistic pattern of innovative abduction. In addition to using a schematic example from the literature to demonstrate our derivation, we apply the model to an existing, empirically derived method of conceptual design called "parameter analysis", and use two examples of real design processes. The two synthetic steps of the method are shown to follow the proposed double innovative abduction scheme, and the design processes are presented as sequences of double abductions from function to concept and from concept to form, with a subsequent deductive evaluation step.

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Section: Discussionmentioning

confidence: 99%

Explicating concepts in reasoning from function to form by two-step innovative abductions

Kroll

Koskela

2016

AIEDAM

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“…The subject is characterised by engineering methods as the design process with a strong focus on human-centred design (Skolverket 2018a;2018b). The design process is about finding the right problems, solving them by constructing artefacts, and thus fulfilling human needs (Hughes, 2009;Norman, 2013). It also seems to be the most appropriate school subject to take responsibility for the legacy of Papert and further develop his ideas on teaching strategies for the interplay between humans and technical artefacts, where the students' own ideas are at the centre.…”

Section: Discussionmentioning

confidence: 99%

Computational thinking: Visible in the classroom but invisible in the curriculum

Isaksson Persson

2023

AJTE

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In our technology-intensive world, computing and programmed technological solutions have gained in importance, and their influence on curriculum, teaching, and learning has been substantial worldwide. Sweden, along with many countries, has integrated programming into the compulsory school curriculum as an integrated part of the teaching of Mathematics and Technology. In addition to a focus on programming, the new curricula also place significant emphasis on digital skills and on enhancing awareness of how the digitalisation of society affects us. Programming is described as a digital competence and computational thinking (CT) as important knowledge through which to facilitate learning and understanding of programming. Thus, it seems that CT, as seen in the Swedishcontext, should relate to both programming and digital competence. In this article, the aim is to examine the presence of CT in Swedish research literature and as a part of the discourse around the development of the Swedish curriculum. A content analysis of the curriculum and a thematic analysis of research publications show that CT is not well integrated into Sweden’s educational system. However, CTrelated activities are found in several subjects and research about CT, and programming is thriving. Requirements for the design of complex systems where understandings of humans and technology are equally important put new demands on education. Meeting these demands in education can be a challenge, but one subject in the Swedish curriculum seems to be suitable for the task, the technology subject. We conclude that the subject technology should be revised to include a greater focus on creativity regarding CT and the construction of computational technological artefacts.

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“…It has been customary to call this reasoning chain the means---ends chain (Hughes 2009). Usually, neither inferences nor ends or means are characterised in any more detailed way; for example, regarding creativity.…”

Section: Types Of Abductive Inference In Design 421 Abductive Regressive Inferencementioning

confidence: 99%

The Role of Abduction in Production of New Ideas in Design

Koskela

Paavola

Kroll

2018

Design Research Foundations

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Practical Reasoning and Engineering

Cited by 17 publications

References 12 publications

Explicating concepts in reasoning from function to form by two-step innovative abductions

Explicating concepts in reasoning from function to form by two-step innovative abductions

Computational thinking: Visible in the classroom but invisible in the curriculum

The Role of Abduction in Production of New Ideas in Design

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