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SCAMPER Metodoloji Çerçevesi ile Makine Mühendisliği Tasarım Dersinin Çıktısının Geliştirilmesi

Year 2024, , 76 - 83, 30.04.2024
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

References

  • Beddoes, K. (2014). Methodology discourses as boundary work in the construction of engineering education. Social Studies of Science, 44(2), 293–312. https://doi. org/10.1177/0306312713510431
  • Boonpracha, J. (2023). SCAMPER for creativity of students’ creative idea creation in product design. Thinking Skills and Creativity, 48(June 2022), 1–11. https://doi.org/10.1016/j. tsc.2023.101282
  • Borrego, M., Foster, M. J., & Froyd, J. E. (2014). Systematic literature reviews in engineering education and other developing interdisciplinary fields. Journal of Engineering Education, 103(1), 45–76. https://doi.org/10.1002/jee.20038
  • Chan, T. H. (2017). Utilize SCAMPER to design a navigation system for dental implant. Proceedings of the 2017 IEEE International Conference on Applied System Innovation: Applied System Innovation for Modern Technology, ICASI 2017, 574–577. https://doi.org/10.1109/ICASI.2017.7988487
  • Cross, N. (2021). Engineering design methods: strategies for product design (5th ed.). John Wiley & Sons.
  • Guerra, A. (2017). Integration of sustainability in engineering education: Why is PBL an answer? International Journal of Sustainability in Higher Education, 18(3), 436–454. https://doi. org/10.1108/IJSHE-02-2016-0022
  • Hadgraft, R. G., & Kolmos, A. (2020). Emerging learning environments in engineering education. Australasian Journal of Engineering Education, 25(1), 3–16. https://doi.org/10.1080/2205 4952.2020.1713522
  • Kamis, A., Ghani Che Kob, C., Hustvedt, G., Mat Saad, N., Jamaluddin, R., & Bujeng, B. (2020). The effectiveness of SCAMPER techniques on creative thinking skills among fashion design vocational college. EurAsian Journal of BioSciences Eurasia J Biosci, 14(3), 4109–4117.
  • Karabulut-Ilgu, A., Jaramillo Cherrez, N., & Jahren, C. T. (2018). A systematic review of research on the flipped learning method in engineering education. British Journal of Educational Technology, 49(3), 398–411. https://doi.org/10.1111/bjet.12548
  • Lacuesta, R., Palacios, G., & Fernández, L. (2009). Active learning through problem based learning methodology in engineering education. Proceedings - Frontiers in Education Conference, FIE, 1–6. https://doi.org/10.1109/FIE.2009.5350502
  • Liu, Q. (2019). a Snapshot Methodological Review of Journal Articles in Engineering Education Research. Proceedings of the Canadian Engineering Education Association (CEEA), 1–8. https://doi.org/10.24908/pceea.vi0.13795
  • Otto, K., & Wood, K. (2001). Product Design: Techniques in Reverse Engineering and New Product Development. Prentice Hall.
  • Plichta, J., Nadolny, K., & Gierszewska, E. (2018). Construction and technical modification of grinding wheels for internal cylindrical grinding using scamper method of creative innovation design. Journal of Mechanical and Energy Engineering, 2(1), 27–32. https://doi.org/10.30464/jmee.2018.2.1.27
  • Pugh, S. (1991). Total design: integrated methods for successful product engineering (1st ed.). Addison-Wesley Publishing Company.
  • Reynolds, D., & Dacre, N. (2021). Interdisciplinary Research Methodologies in Engineering Education Research. SSRN Electronic Journal, 1–7. https://doi.org/10.2139/ssrn.3812769
  • Sirbiladze, K. (2017). Scamper Technique for Creative Thinking. Kyiv National University of Technologies and Design, 37–40.
  • Talebi, M., Moosavi, M., & Poushaneh, K. (2020). Evaluating the impact of brainstorming and scamper technique on promoting the creativity of architectural design skills. Technology of Education Journal, 14(3), 689–706.
  • Ullman, D. G. (2010). The mechanical design process (4th ed.). The McGraw-Hill Companies.
  • Wu, T. T., & Wu, Y. T. (2020). Applying project-based learning and SCAMPER teaching strategies in engineering education to explore the influence of creativity on cognition, personal motivation, and personality traits. Thinking Skills and Creativity, 35(January), 100631. https://doi.org/10.1016/j. tsc.2020.100631
  • Wulandari, R., & Ega Santoso, R. (2019). Measurement of Student’s Learning Interests in Fluid Mechanics Subject through Project Based Learning Model Using SCAMPER Strategies. 242(October 2018), 215–218. https://doi.org/10.2991/icovet- 18.2019.53

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

Year 2024, , 76 - 83, 30.04.2024
https://doi.org/10.5961/higheredusci.1355827

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.

References

  • Beddoes, K. (2014). Methodology discourses as boundary work in the construction of engineering education. Social Studies of Science, 44(2), 293–312. https://doi. org/10.1177/0306312713510431
  • Boonpracha, J. (2023). SCAMPER for creativity of students’ creative idea creation in product design. Thinking Skills and Creativity, 48(June 2022), 1–11. https://doi.org/10.1016/j. tsc.2023.101282
  • Borrego, M., Foster, M. J., & Froyd, J. E. (2014). Systematic literature reviews in engineering education and other developing interdisciplinary fields. Journal of Engineering Education, 103(1), 45–76. https://doi.org/10.1002/jee.20038
  • Chan, T. H. (2017). Utilize SCAMPER to design a navigation system for dental implant. Proceedings of the 2017 IEEE International Conference on Applied System Innovation: Applied System Innovation for Modern Technology, ICASI 2017, 574–577. https://doi.org/10.1109/ICASI.2017.7988487
  • Cross, N. (2021). Engineering design methods: strategies for product design (5th ed.). John Wiley & Sons.
  • Guerra, A. (2017). Integration of sustainability in engineering education: Why is PBL an answer? International Journal of Sustainability in Higher Education, 18(3), 436–454. https://doi. org/10.1108/IJSHE-02-2016-0022
  • Hadgraft, R. G., & Kolmos, A. (2020). Emerging learning environments in engineering education. Australasian Journal of Engineering Education, 25(1), 3–16. https://doi.org/10.1080/2205 4952.2020.1713522
  • Kamis, A., Ghani Che Kob, C., Hustvedt, G., Mat Saad, N., Jamaluddin, R., & Bujeng, B. (2020). The effectiveness of SCAMPER techniques on creative thinking skills among fashion design vocational college. EurAsian Journal of BioSciences Eurasia J Biosci, 14(3), 4109–4117.
  • Karabulut-Ilgu, A., Jaramillo Cherrez, N., & Jahren, C. T. (2018). A systematic review of research on the flipped learning method in engineering education. British Journal of Educational Technology, 49(3), 398–411. https://doi.org/10.1111/bjet.12548
  • Lacuesta, R., Palacios, G., & Fernández, L. (2009). Active learning through problem based learning methodology in engineering education. Proceedings - Frontiers in Education Conference, FIE, 1–6. https://doi.org/10.1109/FIE.2009.5350502
  • Liu, Q. (2019). a Snapshot Methodological Review of Journal Articles in Engineering Education Research. Proceedings of the Canadian Engineering Education Association (CEEA), 1–8. https://doi.org/10.24908/pceea.vi0.13795
  • Otto, K., & Wood, K. (2001). Product Design: Techniques in Reverse Engineering and New Product Development. Prentice Hall.
  • Plichta, J., Nadolny, K., & Gierszewska, E. (2018). Construction and technical modification of grinding wheels for internal cylindrical grinding using scamper method of creative innovation design. Journal of Mechanical and Energy Engineering, 2(1), 27–32. https://doi.org/10.30464/jmee.2018.2.1.27
  • Pugh, S. (1991). Total design: integrated methods for successful product engineering (1st ed.). Addison-Wesley Publishing Company.
  • Reynolds, D., & Dacre, N. (2021). Interdisciplinary Research Methodologies in Engineering Education Research. SSRN Electronic Journal, 1–7. https://doi.org/10.2139/ssrn.3812769
  • Sirbiladze, K. (2017). Scamper Technique for Creative Thinking. Kyiv National University of Technologies and Design, 37–40.
  • Talebi, M., Moosavi, M., & Poushaneh, K. (2020). Evaluating the impact of brainstorming and scamper technique on promoting the creativity of architectural design skills. Technology of Education Journal, 14(3), 689–706.
  • Ullman, D. G. (2010). The mechanical design process (4th ed.). The McGraw-Hill Companies.
  • Wu, T. T., & Wu, Y. T. (2020). Applying project-based learning and SCAMPER teaching strategies in engineering education to explore the influence of creativity on cognition, personal motivation, and personality traits. Thinking Skills and Creativity, 35(January), 100631. https://doi.org/10.1016/j. tsc.2020.100631
  • Wulandari, R., & Ega Santoso, R. (2019). Measurement of Student’s Learning Interests in Fluid Mechanics Subject through Project Based Learning Model Using SCAMPER Strategies. 242(October 2018), 215–218. https://doi.org/10.2991/icovet- 18.2019.53
There are 20 citations in total.

Details

Primary Language English
Subjects Higher Education Studies (Other)
Journal Section Research Articles
Authors

Onat Halis Totuk 0000-0002-9314-9204

Publication Date April 30, 2024
Published in Issue Year 2024

Cite

APA Totuk, O. H. (2024). Enhancing the Outcome of Mechanical Engineering Design Course with the SCAMPER Methodology Framework. Yükseköğretim Ve Bilim Dergisi, 14(1), 76-83. https://doi.org/10.5961/higheredusci.1355827
AMA Totuk OH. Enhancing the Outcome of Mechanical Engineering Design Course with the SCAMPER Methodology Framework. J Higher Edu Sci. April 2024;14(1):76-83. doi:10.5961/higheredusci.1355827
Chicago Totuk, Onat Halis. “Enhancing the Outcome of Mechanical Engineering Design Course With the SCAMPER Methodology Framework”. Yükseköğretim Ve Bilim Dergisi 14, no. 1 (April 2024): 76-83. https://doi.org/10.5961/higheredusci.1355827.
EndNote Totuk OH (April 1, 2024) Enhancing the Outcome of Mechanical Engineering Design Course with the SCAMPER Methodology Framework. Yükseköğretim ve Bilim Dergisi 14 1 76–83.
IEEE O. H. Totuk, “Enhancing the Outcome of Mechanical Engineering Design Course with the SCAMPER Methodology Framework”, J Higher Edu Sci, vol. 14, no. 1, pp. 76–83, 2024, doi: 10.5961/higheredusci.1355827.
ISNAD Totuk, Onat Halis. “Enhancing the Outcome of Mechanical Engineering Design Course With the SCAMPER Methodology Framework”. Yükseköğretim ve Bilim Dergisi 14/1 (April 2024), 76-83. https://doi.org/10.5961/higheredusci.1355827.
JAMA Totuk OH. Enhancing the Outcome of Mechanical Engineering Design Course with the SCAMPER Methodology Framework. J Higher Edu Sci. 2024;14:76–83.
MLA Totuk, Onat Halis. “Enhancing the Outcome of Mechanical Engineering Design Course With the SCAMPER Methodology Framework”. Yükseköğretim Ve Bilim Dergisi, vol. 14, no. 1, 2024, pp. 76-83, doi:10.5961/higheredusci.1355827.
Vancouver Totuk OH. Enhancing the Outcome of Mechanical Engineering Design Course with the SCAMPER Methodology Framework. J Higher Edu Sci. 2024;14(1):76-83.