Defining Open-Ended Problem Solving Through Problem Typology Framework

International Journal of Engineering Pedagogy

ARTICLE

Andrew Olewnik¹  Randy Yerrick¹  Amanda Simmons¹  Yonghee Lee¹  Brian Stuhlmiller¹ 

[1] University at Buffalo

关键词: Problem Typology;    Engineering;    Ill-structured problems;    Problem based learning;    research instrumentation;   

DOI  :  10.3991/ijep.v10i1.11033

来源: International Society for Engineering Education (IGIP), Kassel University Press

【 摘 要 】

Problem solving is central to engineering education. Yet, there little agreement regarding what constitutes an exemplary design problem or case analysis problem for modeling undergraduate instruction after. There is even less agreement in engineering education literature regarding the best way to measure students ability or progress in learning to be better problem solvers in these discrete problem categories. We describe the development of a research method toward accessing how students think about design is described, what constitutes a measurable response, and how to compare through qualitative research methods pre and post student performance. The discussion draws from Jonassen’s (2000) framework for problem typology, as well as cognitive learning frameworks of design thinking, and metacognition as a theoretical basis that informs the problem formulation and planned approach for analysis.

【 授权许可】

Unknown