Procedia - Social and Behavioral Sciences 182 2015 20 – 28
Available online at www.sciencedirect.com
1877-0428 © 2015 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license http:creativecommons.orglicensesby-nc-nd4.0
. Peer-review under responsibility of Academic World Research and Education Center.
doi: 10.1016j.sbspro.2015.04.730
ScienceDirect
4th WORLD CONFERENCE ON EDUCATIONAL TECHNOLOGY RESEARCHES, WCETR- 2014
Instruction of applied physics in industrial product design
Mohammad Yousef Zadeh
a
, Secil Satır
b
a
Industrial product design, holder of master’s degree, Mevlana kapı Mh. 513, Istanbul, 34104, Turkey
b
Hitit University, Faculty of Engineering, Cevre Yolu Bulvari No: 8 19030, Corum , 19169, Turkey
Abstract
Physics can be found in the syllabus of Industrial Product Design education as a requirement for the degree in order for students to use technology correctly and efficiently in product design, to comprehend the new technologies, to solve mechanism problems
during product development and to establish a common discourse with other engineers during multidisciplinary work. This study focuses on the content of physics and related classes that belong to the curriculum of Industrial Product Design Department
IPDD. It deals chiefly with the efficiency of applied physics instruction in IPD education in Turkey. The study inspects the importance of physics class for the students of Industrial Product Design and mentions Turkey’s related status in IPDD in terms
of the issue. © 2015 The Authors. Published by Elsevier Ltd.
Peer-review under responsibility of Academic World Research and Education Center.
Keywords: Design education, applied physics class, model studies
1. Introduction
Like a perfect product that cannot sell, like a problem which is solved only at functional level, a design which is lacking in terms of technical know-how is away from an integral solution. Therefore, students of industrial product
design should be equipped with technical and engineering knowledge. It is doubtless that Physics represents the main source for technical and technological domain as well as for the accumulated engineering knowledge; as a
result, product design is connected with this field and is continuously fed from there.
Secil Satır. Tel.:+4-345-4345-43. E-mail address: satirsegmail.com
© 2015 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license http:creativecommons.orglicensesby-nc-nd4.0
. Peer-review under responsibility of Academic World Research and Education Center.
The hypothesis of this study is that Physics classes in Turkey are not lectured in a manner specific to IPDDs and that ‘technical or applied Physics’ is not known in the IPDD circles. Consequently, the objective of the present study is
to inspect IPD education in Turkey in terms of its association with the main laws and concepts of applied Physics and the efficiency of its presentation as lectures. In order to support the hypothesis, the study considers subjects in
the curricula of foreign universities which contain technical knowledge and inspects the related conditions and approaches therein. From Turkey, IPDs of MSGSU and ITU were chosen because they are the oldest and
established educational institutions and because they each represent different backgrounds ITU has an engineering history while MSGSU has a fine arts background. When it comes to foreign universities, Stanford in America, and
TU Delft in Europe are known as leading centres in terms of design philosophy, research, and education Altıparmakoğlu et al., 2011. Making use of research results in line with the the hypothesis of the study, a model
study was developed for Physics subject sources on the basis of designed products. To support the study, lecturers of Physics from ITU, MSGSU, and METU were interviewed. In these interviews, the lecturers were asked about the
contents and techniques of their presentation of Physics, as well as about the content and methods that should be presented by universities to IPD students. The study continued with a survey which was administered to the students
on the same issue. The survey inquired about students’ basic Physics knowledge, the efficiency of the class, the lacking parts in the presentation of the knowledge, as well as their needs. The data and information gleaned from the
instrument were put into tables and inspected. The comparison of data from interviews and survey directed the study to its conclusion.
2. Physics and related issues in IPD departments at national and foreign universities
