Problem Decomposition and Recomposition in Engineering Design: a Comparison of Design Behavior Between Professional Engineers, Engineering Seniors, and Engineering Freshmen

Song, Ting; Becker, K.; Gero, John S.; DeBerard, Scott; DeBerard, Oenardi; Reeve, Edward M.

doi:10.21061/jte.v27i2.a.3

Cited by 21 publications

(26 citation statements)

References 34 publications

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“…Designers often employ different strategies to solve these complex problems. One such commonly used strategy is the decomposition and recomposition of design problems (Song et al, 2016). Using this strategy, designers often analyse design problems in different levels of abstraction that can range between the high systems level and detailed elemental level (Mc Neill, Gero and Warren, 1998).…”

Section: 14mentioning

confidence: 99%

“…During problem decomposition, design problems are broken down from a higher systems level to a lower elemental level of abstraction in terms of smaller sub-problems, and during problem recomposition, the sub-problems in the lower elemental level are recombined to form systemic problems on a higher level (Chandrasekaran, 1990). Based on the work of Mc Neill, Gero and Warren (1998), Song et al (2016) proposed an analytical framework to capture how designers employ this strategy of problem decomposition and recomposition during designing, which is described in Table 1. Table 1.…”

Section: 14mentioning

confidence: 99%

“…Table 1. A framework to capture levels of problem abstraction by designers during designing (adapted from Song et al, 2016).…”

Section: 14mentioning

confidence: 99%

See 2 more Smart Citations

Understanding and Supporting Product-Service System Designing : Preliminary Insights and Support for Designing Resource-Efficient and Effective Solutions

Neramballi

2020

Linköping Studies in Science and Technology. Licentiate Thesis

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Cover conceptualized and designed by Shwetha VC and Abhijna Neramballi. The image of the brain represents the cognitive aspect of the research. While, the blue icons placed left of the brain represent the cognitive space of product design, the orange icons placed to the right of the brain represent the cognitive space of service design. The combination of the two cognitive spaces represents the cognitive space of product-service system design. The green icons of a magnifying glass and a compass arranged at the top of the brain represent descriptive and prescriptive dimensions of this research, respectively. The green icon of the hand with the sapling represents the practical implications of this research in terms of enhanced environmental performance of industrial activities.

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Section: 14mentioning

confidence: 99%

Section: 14mentioning

confidence: 99%

See 1 more Smart Citation

Understanding and Supporting Product-Service System Designing : Preliminary Insights and Support for Designing Resource-Efficient and Effective Solutions

Neramballi

2020

Linköping Studies in Science and Technology. Licentiate Thesis

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“…Specifically, outside the confines of traditional classroom settings, students are not able to recognize, recall, and utilize the science and math content needed for solving authentic design-based problem solving (Song, et al, 2016).…”

Section: The Problemmentioning

confidence: 99%

Framework for the Development of a Study on Authentic Problem Solving Skills in K-12 Grades

Shanta¹

2018

RMS

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Collectively identified as one of the 21 st century skills, critical thinking and problem solving skills (CT and PS) involved in solving authentic design problems are not assessed in traditional science and mathematics standardized testing or in most technology education K-12 classrooms. 21 st century learning outcomes are realized when students are able to gain deep understanding of science and math concepts, and, use the content and practices of these disciplines with the content and practices of technology and engineering to solve problems situated outside the classroom. For this to occur, integration of the disciplines in the instructional approach is essential (NRC, 2009;Sanders, 2012). Researchers have argued that the integrative STEM education (I-STEM ED) pedagogical approach (with its roots in technology education) promotes active learning through student discovery of using science and mathematics content and practices in novel situations. This paper presents the results of the literature review conducted to develop a framework for characterizing and defining CT and PS skills. Specifically, this paper is organized around the following four themes: 1) the foundations of STEM education and theories of learning that underpin the I-STEM ED pedagogical approach, 2) the need for CT and PS skills among students to meet the 21 st century educational goals, 3) the relationship of CT and PS skills to the T/E DBL approach used in I-STEM ED, and, 4) gaps in the research focusing primarily on studies within the 21 st century. Furthermore, a potential framework for a rubric for assessing CT and PS skills is proposed.

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“…Uncertainty is challenging for secondary school learners, who are considered to be untrained in focusing their attention (Gonçalves, Cardoso & Badke-Schaub, 2016;Pieper, 2013) and thus struggle to choose which direction to follow. To reduce their uncertainty, learners search for internal and external information with the aim of structuring and solving the design problem they are faced with (Song et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

Naïve Designers’ Information Use during the Design Process in a Low-Resource Classroom

Blom

Haupt

Fraser

2018

EURASIA J MATH SCI T

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Facilitating the design process in low-resource Technology classrooms has become increasingly challenging in the 21st century. This research focuses on the types of information sources used during learners' design processes. We examine the information sources that nine South African Grade 9 learners from a low-resource school used while they were engaged in a mechanical systems and control design task. They worked in groups of three to design a machine to lift logs from the ground onto a truck. We utilised a Think Aloud Protocol Study to collect concurrent verbal, visual and temporal data. The results indicate that Grade 9 design teams were predominantly engaged in problem solving activities by using mostly external sources of information during the early phases of the design process. If designing is the backbone methodology of Technology education, attention should be given to the information sources that learners use during designing.

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Problem Decomposition and Recomposition in Engineering Design: a Comparison of Design Behavior Between Professional Engineers, Engineering Seniors, and Engineering Freshmen

Cited by 21 publications

References 34 publications

Understanding and Supporting Product-Service System Designing : Preliminary Insights and Support for Designing Resource-Efficient and Effective Solutions

Understanding and Supporting Product-Service System Designing : Preliminary Insights and Support for Designing Resource-Efficient and Effective Solutions

Framework for the Development of a Study on Authentic Problem Solving Skills in K-12 Grades

Naïve Designers’ Information Use during the Design Process in a Low-Resource Classroom

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