ERIC Number: EJ1208105
Record Type: Journal
Publication Date: 2019-Apr
Pages: 24
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1042-1629
EISSN: N/A
Relationship between Student Designers' Reflective Thinking and Their Design Performance in Bioengineering Project: Exploring Reflection Patterns between High and Low Performers
Hong, Yi-Chun; Choi, Ikseon
Educational Technology Research and Development, v67 n2 p337-360 Apr 2019
The purpose of this study is to investigate the relationship between students' patterns of reflective thinking and their performance in solving design problems. Reflective thinking is a critical element in the process of solving ill-defined design problems. Many educators are dedicated to finding ways to promote students' reflection. Yet few empirical studies attempt to explore the relationship between reflective thinking and design performance. 44 students enrolled in a Biomedical Microelectromechanical Systems and Medical Devices course participated in this study. Through a self-assessed questionnaire, students' reflection patterns were collected in three areas: timing of reflection, objects of reflection, and levels of reflection. Also, students' performance scores on their team project in biomedical device design were collected. The results revealed a general pattern of student designers' reflection behaviors and a number of significant different reflection patterns between high-performing and low-performing students as they approached a design problem-solving task. Implications for supporting students' reflective thinking and enhancing their problem-solving abilities in design tasks were discussed.
Descriptors: Reflection, Design, Problem Solving, Engineering Education, Student Projects, Biomedicine, Equipment, Student Behavior, High Achievement, Low Achievement, Differences, College Students
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A