Question-answering-technique to support freshman and senior engineers in processes of engineering design

In two experimental studies, the influence of question-based reflection on the quality of design solutions was investigated. Students and experts with different know-how and professional experience had to design an artefact that should meet a list of requirements. Subsequently, they were asked to answer a system of interrogative questions stimulating reflection on the solutions with the opportunity to modify or revise them. These questions cause the participants to explain, justify and evaluate their finished design and, hence, aiming at the semantic relations in systems. In all groups significant improvements of the solutions were obtained whereby the improvements of engineers with a lower work-experience (job beginners) were significantly higher as those with higher experience. The integration of a specific type of questioning behaviour in the design education is discussed.