نویسنده
İlhan, Işıl Oygür
تاریخ انتشار
2022-09
محل انتشار
-
Springer
موضوع
Critical thinking, Design expertise, Product design, Product perception
نوع
دوره ای
زبان
انگلیسی
دیجیتال
بله
نسخه خطی
خیر
کتابخانه
دانشگاه اوزیغین
شناسه دارایی کتابخانه
0957-7572
شماره ثبت
1307c3ed-11bd-4ae9-bff8-731e6082c1c6
محل کتابخانه
Industrial Design
تاریخ
2022-09
متن نمونه
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
