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Design Cognition and Student Performance

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Explorations in Technology Education Research

Part of the book series: Contemporary Issues in Technology Education ((CITE))

Abstract

The teaching of engineering in US schools has seen a surge in popularity since the turn of the twenty-first century, and as design is considered a defining characteristic of engineers, the practice of engineering design has become a critical component of technology education. Consequently, research related to design cognition in engineering/technology education has become more prevalent in the literature. However, there are often minimal discussions on bridging design research with practice. Therefore, this chapter will present a design cognition research methodology developed to help inform engineering/technology education practice, the results of a study employing this method, and the implications for teaching and learning.

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Authors and Affiliations

  1. Purdue University, Lafayette, IN, USA

    Greg J. Strimel

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  1. Greg J. Strimel
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Correspondence to Greg J. Strimel .

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Editors and Affiliations

  1. Curtin University, Perth, Australia

    P John Williams

  2. University of Exeter Associate, Brighton, UK

    David Barlex

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Strimel, G.J. (2019). Design Cognition and Student Performance. In: Williams, P.J., Barlex, D. (eds) Explorations in Technology Education Research. Contemporary Issues in Technology Education. Springer, Singapore. https://doi.org/10.1007/978-981-13-3010-0_12

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  • DOI: https://doi.org/10.1007/978-981-13-3010-0_12

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  • Publisher Name: Springer, Singapore

  • Print ISBN: 978-981-13-3009-4

  • Online ISBN: 978-981-13-3010-0

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