Author
İlhan, Işıl Oygür
Publication Date
2022-09
Publication Place
-
Springer
Subject
Critical thinking, Design expertise, Product design, Product perception
Type
Periodical
Language
English
Digital
Yes
Manuscript
No
Library
Özyeğin University
Library Asset ID
0957-7572
Record ID
1307c3ed-11bd-4ae9-bff8-731e6082c1c6
Library Location
Industrial Design
Date
2022-09
Sample Text
Product design expertise has mostly been studied in relation to problem-solving and the act of designing. In this paper, we approach the topic from another perspective and explore the differences in product perception of students from different education levels. We conceptualize product perception as a representation of critical thinking towards designed objects and professional assessment/understanding of artifacts. Our aim is to evaluate how students’ product perception change over the years of undergraduate product design education. Data was collected through students’ written product evaluations of a ball-point pen. 41 first-year, 29 second-year, 33 third-year, and 26 fourth-year undergraduate product design students participated in the study. We analyzed students’ product evaluations through initial and focused coding. Our findings indicate a shift from ordinary to professional sense-making between the second- and third-year students. There are three main points that define the professional sense-making of students: a dependence on subjectivity, the significance attributed to users, and better synthetic capabilities that are built around form, material, manufacturing, and detailing relationships.
DOI
10.1007/s10798-021-09684-4
Cilt
32
