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Full-Text Articles in Engineering
Approach To Problem Solving And Use Of Intuition By Engineering Technology Students, Meher R. Taleyarkhan, Anne M. Lucietto, Natalie L. F. Hobson, Therese M. Azevedo
Approach To Problem Solving And Use Of Intuition By Engineering Technology Students, Meher R. Taleyarkhan, Anne M. Lucietto, Natalie L. F. Hobson, Therese M. Azevedo
Journal of Global Education and Research
Engineering technology students often forgo a methodical approach of solving or answering questions on assignments or exams in favor of an intuition-based approach, emphasizing educated guessing (Broberg et al., 2008). Faculty observations have noted these student solutions often provide explanations, usually sans calculations, to support answers the students believe to be reasonable when in reality deviated from the correct answer. An extensive study was developed to assess several distinctions between student intuition and use of cognition in problem solving, as related to a generalized student population. The study was comprised of a survey and interview. The survey utilized two instruments, …
Scaffolding Middle And High School Students’ Engineering Design Experiences: Quality Problem-Scopeing Promoting Successful Solutions, Andrew Hughes, Cameron Denson
Scaffolding Middle And High School Students’ Engineering Design Experiences: Quality Problem-Scopeing Promoting Successful Solutions, Andrew Hughes, Cameron Denson
Educational Leadership & Technology Faculty Publications
Highly proficient expert engineers begin the iterative process of design by thoroughly investigating the design problem. Engineering students are often distracted by surface details, leading to a faulty conception of the problem and inappropriate solution strategies. Adequate problem-scoping is arguably the most important step in the design process. To address this issue, the researchers developed an instructional framework to help teachers scaffold students’ cognitive and metacognitive processes during the problem-scoping phase of a design challenge. The purpose of this quasi-experimental study was to investigate the impact that scaffolded instruction related to the SCOPE process had on students’ solution success during …
Engineering Education Research, Michael C. Loui, Maura Borrego
Engineering Education Research, Michael C. Loui, Maura Borrego
School of Engineering Education Faculty Publications
This chapter describes several aspects of engineering education research with an emphasis on how they might relate to computing education research. We briefly summarize the history of engineering education as a scholarly field, and we describe the current structures that support engineering education research: academic departments, scholarly journals, annual conferences, and professional societies. We identify the theories that often inform engineering education research studies, including theories of cognition, motivation, and identity. We explain how quantitative, qualitative, and mixed methods have been used. We summarize the results of an illustrative selection of empirical studies across a broad range of topics, including …
Examining Engineering Design Cognition With Respect To Student Experience And Performance, Greg J. Strimel, Eunhye Kim, Scott R. Bartholomew, Diana V. Cantu
Examining Engineering Design Cognition With Respect To Student Experience And Performance, Greg J. Strimel, Eunhye Kim, Scott R. Bartholomew, Diana V. Cantu
Faculty Publications
This study investigated the design cognition and performance results of secondary and post-secondary engineering students while engaged in an engineering design task. Relationships between prototype performance and design cognition were highlighted to investigate potential links between cognitive processes and success on engineering design problems. Concurrent think-aloud protocols were collected from eight secondary and 12 post-secondary engineering students working individually to design, make, and evaluate a solution prototype to an engineering design task. The collected protocols were segmented and coded using a pre-established coding scheme. The results were then analyzed to compare the two participant groups and determine the relationships between …
Supporting Mechanistic Reasoning In Domain-Specific Contexts, Paul J. Weinberg
Supporting Mechanistic Reasoning In Domain-Specific Contexts, Paul J. Weinberg
Journal of Pre-College Engineering Education Research (J-PEER)
Mechanistic reasoning is an epistemic practice central within science, technology, engineering, and mathematics disciplines. Although there has been some work on mechanistic reasoning in the research literature and standards documents, much of this work targets domain-general characterizations of mechanistic reasoning; this study provides domain-specific illustrations of mechanistic reasoning. The data in this study comes from the Assessment of Mechanistic Reasoning Project (AMRP) (Weinberg, 2012), designed using item response theory modeling to diagnose individuals’ mechanistic reasoning about systems of levers. Such a characterization of mechanistic reasoning illuminates what is easy and difficult about this form of reasoning, within the subdomain of …
Rubric For Assessing Epistemological Development Of Students Who Are Learning Design, Shannon M. Chance
Rubric For Assessing Epistemological Development Of Students Who Are Learning Design, Shannon M. Chance
Shannon M. Chance
There is an extensive base of literature that attempts to describe how college students understand “knowledge” and their role in generating it. Educators draw from this literature to help students develop increasingly sophisticated ways of using knowledge. Although existing research aims for broad generalizability, it is clear that various disciplines have developed their own unique value systems. Scholars of “hard,” physical science are likely to hold very different ideas about the nature of “fact” and “inevitability” than those in the “softer,” social sciences [1]. Various disciplines conceptualize, use, and generate new knowledge in ways that differ dramatically, yet little research …
Rubric For Assessing Epistemological Understanding Of Students Who Are Learning Design., Shannon Chance
Rubric For Assessing Epistemological Understanding Of Students Who Are Learning Design., Shannon Chance
Conference papers
There is an extensive base of literature that attempts to describe how college students understand “knowledge” and their role in generating it. Educators draw from this literature to help students develop increasingly sophisticated ways of using knowledge. Although existing research aims for broad generalizability, it is clear that various disciplines have developed their own unique value systems. Scholars of “hard,” physical science are likely to hold very different ideas about the nature of “fact” and “inevitability” than those in the “softer,” social sciences [1]. Various disciplines conceptualize, use, and generate new knowledge in ways that differ dramatically, yet little research …