Novice Conceptions of Design: Implications for the Design of Learning Environments

By W. Newstetter, W. M. Mccracken. 2001

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High School Student Perceptions of the Utility of the Engineering Design Process: Creating Opportunities to Engage in Engineering Practices and Apply Math and Science Content (2014, background): “Early focus on one idea is referred to by various names such as ‘‘design shutdown’’ (Newstetter and McCracken 2001) and ‘‘design fixation’’ (Purcell and Gero 1996).”
Considering Context: A Study of First‐Year Engineering Students (2007, background): “Overall, research on how designers define and frame problems [33–36], reflect on their designs [37–39], gather information [40–43], and assign importance to aspects of the design process [44] illustrates that the initial thinking about the nature of the problem can significantly impact the quality o”
The Informed Design Teaching and Learning Matrix (2012, background): “They have patchy or inaccurate device knowledge ( Johnson, 1988; McCormick, 1994), ignore constraints, and create proposals that could not be realized as actual products (Newstetter & McCracken, 2001, p. 67).”
Students' Ways of Experiencing Human‐Centered Design (2012, background): “These differences reported by Christiaans and Dorst (1992), Atman and her colleagues (1999; 2007), Newstetter and McCracken (2001) and Cross (2004) in problem framing, problem scoping, information gathering behavior, realization and evaluation of design solutions and concept generation all…”