SCAMPER Metodoloji Çerçevesi ile Makine Mühendisliği Tasarım Dersinin Çıktısının Geliştirilmesi

Year 2024, , 76 - 83, 30.04.2024

Onat Halis Totuk

https://doi.org/10.5961/higheredusci.1355827

Abstract

Mühendislik eğitiminde metodoloji çerçeveleri, mühendislik disiplinlerinde eğitim uygulamalarını tasarlamak, uygulamak ve
değerlendirmek için kullanılan yapılandırılmış yaklaşımlar veya modellerdir. Bu çerçeveler, öğretim ve öğrenme sürecini düzenlemek ve
optimize etmek için sistemli bir yol sağlar, bu sayede mühendislik öğrencilerinin kapsamlı ve etkili bir eğitim almasını sağlanır. SCAMPER,
problem çözme veya proje geliştirme için yeni fikirler ve yaklaşımlar üretmek için kullanılan yaratıcı düşünme tekniğidir. SCAMPER’
daki her harf, hedeflenen süreci geliştirmek için farklı bir ipucunu temsil eder. Bu ipuçları sırasıyla yerine koyma, birleştirme, uyarlama,
değiştirme, başka bir amaçla kullanma, eleme ve tersine çevirme anlamına gelir. SCAMPER’ı Makine Mühendisliği eğitimi için bir
metodoloji çerçevesi olarak evrimleştirmek, prensiplerini ve ipuçlarını mühendislik öğrencilerinin ihtiyaçlarına ve zorluklarına özgü olarak
adapte etmeyi içerir. Bu çalışma, SCAMPER metodolojisinin makine mühendisliği eğitimi için bir eğitim çerçevesi olarak kullanımını ve
son sınıf öğrencilerine verilen Makine Mühendisliği Tasarımı dersine uygulanmasını, önceki derslerden elde edilen deneyimlere dayalı
önerilen örneklerle sunmaktadır

Keywords

Metodoloji çerçeveleri, Tasarım eğitimi, SCAMPER, Makine mühendisliği tasarımı, Eğitimsel yenilik

Enhancing the Outcome of Mechanical Engineering Design Course with the SCAMPER Methodology Framework

Abstract

Methodology frameworks in engineering education are structured approaches or models used to design, implement, and evaluate
educational practices in engineering disciplines. These frameworks provide a systematic way to organize and optimize the teaching and
learning process, ensuring that engineering students receive a comprehensive and effective education. SCAMPER is a creative thinking
technique used to generate new ideas and approaches for problem-solving or project development. Each letter in SCAMPER stands for
a different prompt to enhance the process targeted. These prompts stand for the substitute, combine, adapt, modify, put to another use,
eliminate, and reverse. Evolving SCAMPER as a methodology framework for Mechanical Engineering education involves adapting its
principles and prompts to cater specifically to the needs and challenges of engineering students. This study presents the use of SCAMPER
methodology as an educational framework for mechanical engineering and application to the Mechanical Engineering Design course
given for senior year students with proposed examples based on experiences collected from previous classes thought.

Keywords

Methodology framework, Design education, SCAMPER, Mechanical engineering design, Educational innovation

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