DS 93: Proceedings of the 20th International Conference on Engineering and Product Design Education (E&PDE 2018), Dyson School of Engineering, Imperial College, London. 6th - 7th September 2018

Year: 2018
Editor: Erik Bohemia, Ahmed Kovacevic, Lyndon Buck, Peter Childs, Stephen Green, Ashley Hall, Aran Dasan
Author: Turnhout, Koen; Köppe, Christian; Tankink, Tanja; Schuszler, Peter; Bakker, René
Series: E&PDE
Institution: HAN University of Applied Sciences, Netherlands, The
Section: Pedagogy
Page(s): 770-775
ISBN: 978-1-912254-02-6


In this paper we report on the evaluation of our research education across a range of professional design and engineering majors. Through inspection of educational materials, interviews with teams and a questionnaire among our students we examined to what extent our approach to teaching research was effective for increasing inquisitiveness. Of particular interest were the effectiveness of the triangulation first pedagogy and the uses of the DOT-Framework in our university of applied sciences, which we described in earlier papers in this conference series. We found that (1) the triangulation first approach and (2) attention for research in general throughout the curriculum, increases students’ inquisitiveness. To this end: teacher-led education and master-apprentice turned out to be good didactic approaches, whereas unsupervised learning of research skills turned out to be ineffective. Our findings suggest that teaching research can be a valuable part of design and engineering education, but only if it is carried out with care.

Keywords: Research education, DOT-Framework, Inquisitiveness, Inquiry-based attitude, triangulation first pedagogy


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