Action Reflected and Project Based Combined Methodology for the Appropriate Comprehension of Mechanisms in Industrial Design Education

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Güçlü Yavuzcan Damla Şahin

Abstract

In industrial design education, mechanics-based courses are mainly based on traditional lecture and they are highly abstract for ID students to comprehend the mechanisms The existing studies highlight the requirement of a new approach for mechanics-based courses in ID departments. This study presents, a combined teaching model of mechanism mainly based on applied teaching style and action learning to improve ID students' learning experience and competencies through promoting the transference of theoretical knowledge into practical experience and learning. The combined teaching model, consisting of 3 phases was integrated into a design studio project that is mechanical game design, 41 sophomores taking ‘Product Design II’ course offered in Gazi University Department of Industrial Design during the second semester of the 2016/2017 academic year participated in the mechanical game design project. Project observations and post-questionnaire were employed to analyze objectively the appropriateness of the teaching model. The results indicated that, the combined teaching model improved ID students' learning outcomes and competencies in terms of transferring the gained theoretical and practical knowledge to the action learning.

Article Details

How to Cite
YAVUZCAN, Güçlü; ŞAHIN, Damla. Action Reflected and Project Based Combined Methodology for the Appropriate Comprehension of Mechanisms in Industrial Design Education. Design and Technology Education: an International Journal, [S.l.], v. 22, n. 3, p. 76-104, dec. 2017. ISSN 1360-1431. Available at: <https://ojs.lboro.ac.uk/DATE/article/view/2299>. Date accessed: 18 feb. 2018.
Section
Research