Board 33: Empirical Foundations for Improved Engineering Education: Differences Between Engineering Students and Professional Expert Engineers while Designing | Zendy

John S. Gero | Zendy; Kurt Becker | Zendy; Yuzhen Luo | Zendy; Lilian Maria de Souza Almeida | Zendy; Sarah Abdellahi | Zendy; W. T.Jeff Kan | Zendy

Open Access

Board 33: Empirical Foundations for Improved Engineering Education: Differences Between Engineering Students and Professional Expert Engineers while Designing

Author(s) -

John S. Gero,

Kurt Becker,

Yuzhen Luo,

Lilian Maria de Souza Almeida,

Sarah Abdellahi,

W. T.Jeff Kan

Publication year - 2020

Publication title -

papers on engineering education repository (american society for engineering education)

Language(s) - English

Resource type - Conference proceedings

DOI - 10.18260/1-2--32325

Subject(s) - computer science , engineering education , cognition , experiential learning , coding (social sciences) , set (abstract data type) , identification (biology) , protocol analysis , data science , knowledge management , artificial intelligence , management science , engineering , mathematics education , engineering management , psychology , statistics , mathematics , botany , neuroscience , biology , programming language , cognitive science

Engineering design education strives to equip students with the capability of becoming expert design engineers. To bridge the gap between the design competencies of undergraduate engineering students and expert engineers in the field, educators and researchers require a detailed knowledge of the cognitive behaviors of both cohorts. This research aims to identify novel pathways to approach the cognitive transformation from novice to expert in engineering education.

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