NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1076052
Record Type: Journal
Publication Date: 2013
Pages: 15
Abstractor: As Provided
ISSN: EISSN-1941-1766
A Study on Situated Cognition: Product Dissection's Effect on Redesign Activities
Grantham, Katie; Okudan Kremer, Gül E.; Simpson, Timothy W.; Ashour, Omar
Advances in Engineering Education, v3 n4 Sum 2013
Situated cognition theory describes the context of a learning activity's effect on learner's cognition. In this paper, we use situated cognition theory to examine the effect of product dissection on product redesign activities. Two specific research questions are addressed: 1) Does situated cognition, in the form of product dissection, improve product functionality during redesign exercise?, and 2) Does situated cognition, again in the form of product dissection, affect the creativity during product redesign? In this study, three sections of first-year students in two different locations--The Pennsylvania State University (Penn State) and Missouri University of Science and Technology (S&T)--performed product redesign using coffee makers. The redesigned products have been analyzed with respect to both depth (detail level) and creativity. Based on our results, we find that situated cognition, in the form of product dissection, improves product functionality during redesign and positively affects creativity. The implications of these results are also discussed.
American Society for Engineering Education. 1818 N Street NW, Washington, DC 20036. Tel: 412-624-6815; Fax: 412-624-1108; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Identifiers - Location: Missouri; Pennsylvania
Grant or Contract Numbers: SCI0537375; OCI0636247/OCI0636182