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Comparisons—Learning Theories, Design Theory, Science
Author(s) -
Eder W. Ernst
Publication year - 1994
Publication title -
journal of engineering education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.896
H-Index - 108
eISSN - 2168-9830
pISSN - 1069-4730
DOI - 10.1002/j.2168-9830.1994.tb01088.x
Subject(s) - parallels , abstraction , function (biology) , product (mathematics) , learning cycle , new product development , development (topology) , cognitive science , learning theory , computer science , mathematics education , engineering , management science , psychology , epistemology , artificial intelligence , mathematics , operations management , management , biology , mathematical analysis , philosophy , geometry , evolutionary biology , economics
A bstract If various learning theories and psychological typing are to apply, they should relate to each other in some explainable way. Some of these relationships seem to be hierarchical and show parallels with two other phenomena: product development and design, and progress in science. Product development is a function which initiates engineering design and carries the early life of a product. Piaget's model of early learning shows some similarities. During designing, the needs, requirements and constraints for a potential solution are progressively transformed into a description of a system that can be manufactured and implemented. Proposals for alternative solutions can be generated at abstraction levels used in designing, selecting the most promising. This seems to have some parallels to Perry's learning model. Similar events occur in the crisis points in developments of science. During designing, a cycle of basic activities known as problem‐solving takes place. This cycle shows useful analogies to Kolb's model of learning. Some consequences for engineering education are indicated.