Expertise comparison among product design students: a cross-sectional analysis

Name: Expertise comparison among product design students: a cross-sectional analysis
Author: İlhan, Işıl Oygür

İsim	Expertise comparison among product design students: a cross-sectional analysis
Yazar	İlhan, Işıl Oygür
Basım Tarihi:	2022-09
Basım Yeri	- Springer
Konu	Critical thinking, Design expertise, Product design, Product perception
Tür	Süreli Yayın
Dil	İngilizce
Dijital	Evet
Yazma	Hayır
Kütüphane:	Özyeğin Üniversitesi
Demirbaş Numarası	0957-7572
Kayıt Numarası	1307c3ed-11bd-4ae9-bff8-731e6082c1c6
Lokasyon	Industrial Design
Tarih	2022-09
Örnek Metin	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

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Expertise comparison among product design students: a cross-sectional analysis

Yazar İlhan, Işıl Oygür

Basım Tarihi 2022-09

Basım Yeri - Springer

Konu Critical thinking, Design expertise, Product design, Product perception

Tür Süreli Yayın

Dil İngilizce

Dijital Evet

Yazma Hayır

Kütüphane Özyeğin Üniversitesi

Demirbaş Numarası 0957-7572

Kayıt Numarası 1307c3ed-11bd-4ae9-bff8-731e6082c1c6

Lokasyon Industrial Design

Tarih 2022-09

Örnek Metin 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