STUDENTS LEARNING TO LEARN THROUGH DESIGN

Ken Tallman

Abstract


Research being conducted in an engineering capstone design course analyzes student creativity and its connection to metacognition. Data collected from questionnaires, video recordings, and interviews will
attempt to show that creativity in the design process and metacognitive understanding of creative activity are important factors in successful engineering design.
Motivation for this research comes from the observation that undergraduate engineering students, including those in senior years, have difficulty explaining their design processes. They often have limited understanding of their creative accomplishments as well as a limited ability to explain what makes their approach distinctive or effective.
Future research will build on the methodology described here, including a more explicit framework for identifying and assessing creativity in engineering design.

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