Connected Design Rationale: Modeling and Measuring Engineering Design Learning
Arastoopour Irgens, Golnaz
ProQuest Dissertations and Theses
Design thinking is central to 21st century problem solving and thus, is central to engineering education. Design work is inherently complex and multi-faceted but fundamentally requires two key skills: (1) making appropriate design moves—actions taken during the design process and (2) providing explicit design rationale—justifications for chosen design moves. Moreover, learning sciences research argues that learning a practice, such as engineering design, centers on understanding the connections among actions and justifications rather than measuring isolated instances of skills and knowledge. Modeling and measuring the complex nature of authentic design learning, however, remains a challenge. Thus, the goal of my dissertation work is to merge current learning sciences research with design education to develop an approach for modeling and measuring design thinking. Building on existing learning theories, I hypothesize that design learning can be effectively modeled as a network of relationships...