Using the recycling theme to motivate product design students: a teaching methodology based on domestic can crushers

A can crusher design exercise has been used to investigate the design strategies adopted by first year undergraduate students with different academic backgrounds. The techniques of reflective design analysis have been used to examine the work of two different groups, one group having a science-based background and one group having an arts-based background. The analysis has identified a polarisation of strategies within the two groups that reflects the academic background. The research findings have been used to develop a structured teaching methodology that overcomes the perceived limitations of the school background and provides both types of student with broad-based problem solving strategies.