Conference Session

Faculty and Student Perspective on Instructional Strategies

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Monica Quezada-Espinoza, Universidad Andres Bello, Chile; Angeles Dominguez, Tecnologico de Monterrey, Mexico, and Universidad Andres Bello, Chile; Genaro Zavala, Tecnologico de Monterrey, Mexico, and Universidad Andres Bello, Chile; Juan Felipe Calderón, Universidad Andres Bello, Chile

Tagged Divisions

Educational Research and Methods

outcomes and the development of "hard" and "soft"competencies related to their professional profiles [8, 9], teamwork vs. lecture-basedstrategies [10], and problem-based approaches [11].It is not a new issue that the type of teaching is something that it is notably important. It hasbeen shown that the use of student-centered learning strategies promotes learning and thedevelopment of various skills, such as teamwork, critical thinking, and reflection, amongothers. Considering this, the School of Engineering of the Universidad Andres Bello in Chile,where this research took place, has been investing effort into reforming how faculty membersteach classes and promoting active learning strategies. To trigger the needed transformation,the Educational

Conference Session

Using Technology to Enhance Teaching and Learning

Collection

2007 Annual Conference & Exposition

Authors

Chris Smaill, University of Auckland

Tagged Divisions

Educational Research and Methods

treated as participants and benefactors ratherthan objects.In general, each semester corresponded to one cycle of action research. Each cycle involvedplanning changes, implementing the changes, collecting data on the results, and reflecting onthe data 27, 28. The notion that research must be based entirely on quantitative data lostcredibility some time ago23, 29-31, and to maximize triangulation a wealth of both qualitativeand quantitative data was gathered from a variety of sources over a four-year period. Only afraction of the data is presented here. This fraction should be viewed not as anecdotal but asrepresentative of a much larger body of data. Data were collected directly by OASIS, as wellas by course surveys, interviews with instructors

Conference Session

Tools for Teaching

Collection

2008 Annual Conference & Exposition

Authors

Tobia Steyn, University of Pretoria; Alan Carr, University of Pretoria

Tagged Divisions

Educational Research and Methods

reaffirms McKeachie's18 view that at leastfour elements of teaching seem to make a difference in student gains in thinking, namely,• student writing and discussion;• explicit emphasis on problem solving procedures and methods;• verbalization of methods and strategies to encouragement development of metacognition; and• time to think and reflect. Figure 4(a) Figure 4(b) Page 13.1084.9 Figure 4(c) Figure 4(d) Figure 4 Whole brain creative process in the Logo projectLogo project detailOur decision to choose a

Conference Session

Tools for Teaching

Collection

2008 Annual Conference & Exposition

Authors

Kyu Yon Lim, Pennsylvania State University; Roxanne Toto, Pennsylvania State University, University Park; Hien Nguyen, Pennsylvania State University; Sarah Zappe, Pennsylvania State University; Thomas Litzinger, Pennsylvania State University; Mark Wharton, Pennsylvania State University; John Cimbala, Pennsylvania State University

Tagged Divisions

Educational Research and Methods

instructor notes should be made available to students.Faculty who were proponents of posting notes stated that sharing and posting notes “was anatural consequence” of using the tablet. Benefits of posting class notes included theaccommodation of various learning styles and the ability of students to verify and self-checktheir own learning using the instructor notes. Additionally, annotated notes provide for moreauthentic learning as these collaboratively built annotations reflect meaningfully constructedrelationships among the course concepts. Faculty who were against posting notes voicedconcerns which included: decreased student attention and class attendance, the ability to takegood notes, and potentially diminished student learning.Traditionally

Conference Session

ERM Potpourri II

Collection

2007 Annual Conference & Exposition

Authors

Kevin O'Connor, University of Rochester; Daniel Amos, University of Washington; Tori Bailey, Stanford University; Gary Lichtenstein, Stanford University; Lari Garrison, University of Washington; Heidi Loshbaugh, Colorado School of Mines; Marcus Jones, Howard University; Derek Seward, University of Rochester; Lisa Perhamus, University of Rochester; Reed Stevens, University of Washington

Tagged Divisions

Educational Research and Methods

),during the first two years of the APS. Our person-centered framework led us to designethnographic interviews that “encourage respondents actively to reflect on and evaluate their lifeexperiences” with the aim of exploring “the most significant and meaningful aspects of the worldof the individual as experienced by him and in terms which he thinks, is motivated to act, andsatisfies his need.” 17 This approach leads us to construct detailed case studies of individuals, Page 12.1295.6especially with an eye to how similarities and differences in cases can inform our understandingof the broader culture. In this paper, we explore how two students at

Conference Session

Use of Technology to Improve Teaching and Learning

Collection

2006 Annual Conference & Exposition

Authors

K-Y Daisy Fan, Cornell University; Clare van den Blink, Cornell University

Tagged Divisions

Educational Research and Methods

five or six handsraised.”The faculty also used the PRS to promote student learning through reflection and peerdiscussion. When many students registered a common wrong answer, the faculty wouldeliminate the wrong answer and have the students discuss the question with theirneighbors: “I can see that they’ve all got it wrong … I would really encourage them to talk to a neighbor to discuss it and then answer again. So, that was new and I actually Page 11.24.12 really liked that; I like that buzz in the room when they realize, ‘oh, we were wrong,’ and they talk to their neighbors and try to figure out what the real answer

Conference Session

Novel Pedagogies 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

M. Razi Nalim P.E., Indiana University Purdue University, Indianapolis; Manikanda K Rajagopal, Indiana University - Purdue University Indianapolis; Robert J Helfenbein, Indiana University-IUPUI, School of Education

Tagged Divisions

Educational Research and Methods

supportstructures within the IUPUI School of Engineering & Technology and about their perceptions ofhow the implementation process is going overall. Sample interview probes are: “What kinds ofsupport have been provided during the implementation process?”; “How have studentsresponded to PEL?”; and “How has PEL affected student learning?”   Document review. The research team is collecting lesson and unit plans including entry 3)documents and other PEL-related planning materials, assessment rubrics, samples of studentwork, and teacher reflections in order to understand PEL implementation processes and evaluatethe objectives. These data were analyzed using content analysis30. 4) Survey. Implementation surveys were disseminated to all

Conference Session

Trends in Engineering Education

Collection

2013 ASEE Annual Conference & Exposition

Authors

Leticia Anaya, University of North Texas

Tagged Divisions

Educational Research and Methods

Conference Session

Research on Engineering Design Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Christopher B. Williams, Virginia Tech; Marie C. Paretti, Virginia Tech; Yoon Suk Lee, Virginia Tech; John S Gero, George Mason University

Tagged Divisions

Educational Research and Methods

Conference Session

Contextual Competencies

Collection

2012 ASEE Annual Conference & Exposition

Authors

Joshua David Schwartz, Trinity University; Ashley Ater Kranov, ABET

Tagged Divisions

Educational Research and Methods

to transfer the approach presented in this study to other practitioners, there are a fewconsiderations to be taken. It is certainly plausible, for example, for departments or institutions toshare these modules. It is even conceivable that a centralized bank of accessible case-studymodules could be established and made available for use, so long as they are updated at regular(2-4 year) intervals to reflect contemporary events. On the whole, the selection of a case studytopic that is timely and interesting to both the instructor and the students is fundamental todelivering this module effectively. An instructor looking for inspiration to author such a modulecan draw topics from emerging technologies, public engineering successes/failures, or

Conference Session

ERM Potpourri

Collection

2010 Annual Conference & Exposition

Authors

Mitchell Nathan, University of Wisconsin, Madison; Amy Atwood, University of Wisconsin, Madison; Amy Prevost, University of Wisconsin, Madison; Allen Phelps, University of Wisconsin, Madison

Tagged Divisions

Educational Research and Methods

credit for teachers.A recent international review of research on professional learning for educators by LindaDarling-Hammond and colleagues22 report that strategically designed, intensive, and sustainedprofessional learning can have a powerful influence on teacher skills and knowledge andultimately lead to improvements in student learning. Prevost and colleagues23 examined thePLTW teacher professional development training documents, training activities, teacher projects,and teacher self-assessment and self-reflection items. They described it as localized to a two-week intensive program rich with engineering and math concepts that were often implicitlyembedded in the engineering activities. Little, however, was revealed about the impact

Conference Session

Special Session: Next Generation Problem-Solving

Collection

2010 Annual Conference & Exposition

Authors

Tamara Moore, University of Minnesota; Brian Self, California Polytechnic State University; Margret Hjalmarson, George Mason University; Judith Zawojewski, Illinois Institute of Technology; Barbara Olds, Colorado School of Mines; Ronald Miller, Colorado School of Mines; Heidi Diefes-Dux, Purdue University; Richard Lesh, Indiana University

Tagged Divisions

Educational Research and Methods

reflection, as well as peer’spublic evaluation of each other’s thinking. Further, teachers are in a position to gain authenticknowledge of how students are thinking—which informs subsequent instruction. In particular,the nature of students’ conceptions of foundational engineering constructs is readily accessible tothe teacher, as well as the researcher.Assessment of students’ responses to MEAs can take on two forms. One means for assessingstudent work is to describe the characteristics and nature of the models students create inresponse to an MEA. Carmona2 produced a system for describing responses to MEAs, andHjalmarson3 has adapted the system to describe work in engineering-based MEAs. The resultprovides information that reveals how students are

Conference Session

Choice and Persistence in Engineering Education and Careers

Collection

2014 ASEE Annual Conference & Exposition

Authors

Gillian M. Nicholls, University of Alabama, Huntsville; Rhonda Kay Gaede, University of Alabama, Huntsville

Tagged Divisions

Educational Research and Methods

not affect GPA calculations.Each individual engineering student represented in the dataset was categorized either as atransfer student or as a “native” student that first enrolled as a freshman at UAH. Transferstudent status is complicated by students that may have dual enrollment in two institutions ortake classes during the summer breaks. For this study, transfer student status is defined ashaving more than 12 credit hours of transfer credit. The total time to graduation for transferstudents including their prior studies was not consistently available for each student. For thisreason, the time to graduation for transfer students only reflects their time from matriculation tograduation at UAH.3.3 Research HypothesisThe research hypothesis

Conference Session

ERM Potpourri

Collection

2013 ASEE Annual Conference & Exposition

Authors

Bugrahan Yalvac, Texas A&M University; Mehmet Ayar, TUBITAK; Dennie L. Smith, Texas A&M University; Christine Ehlig-Economides, Texas A&M University

Tagged Divisions

Educational Research and Methods

, or recommendation presented are thoseof the authors and do not necessarily reflect the views of the National Science Foundation.References[1] Sadler, T. D. (2009). Situated learning in science education: Socio-scientific issues as contexts for practice. Studies in Science Education, 45(1), 1-42.[2] Wenger, E. (1998). Communities of practice: learning, meaning, and identity, Cambridge, MA: Cambridge University Press.[3] Wenger, E., White, N., Smith, J., & Rowe, K. (2005). Technology for communities. Retrieved from http://technologyforcommunities.com/[4] Yalvac, B., Ehlig-Economides, C., Brooks, L. A., & Smith, D., (2009, July). An international, interdisciplinary, and dynamic approach to teaching energy utilization and

Conference Session

Knowing Ourselves: Research on Engineering Education Researchers

Collection

2011 ASEE Annual Conference & Exposition

Authors

Johannes Strobel, Purdue University, West Lafayette; David F. Radcliffe, Purdue University, West Lafayette; Prashant Rajan, Purdue University, West Lafayette; Sadia Nawaz, Purdue University, West Lafayette; Yi Luo, Purdue University; Jea H. Choi, Purdue University; Ji Hyun Yu, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

, representative of the emerging field ofresearch in engineering education. Second, we present a case study based on a data samplecollected through our keyword-based search process to explain the dynamics associated with theemergence of research collaboration within the domain of engineering education. The case studycomprises a longitudinal (time series) analysis of co-authorship data from the bibliographicrecords for the Frontiers in Education (FIE) conference. Our analysis explains the FIE in terms ofa self-organizing network, which operates in accordance with an internal dynamic of preferentialattachment that is reflected in the actions of individual authors.The Network Perspective

Conference Session

K-12 Students and Teachers

Collection

2011 ASEE Annual Conference & Exposition

Authors

Micah S. Stohlmann, University of Minnesota; Tamara J. Moore, University of Minnesota, Twin Cities; Young Rae Kim, University of Minnesota, Twin Cities; Mi Sun Park, University of Minnesota, Twin Cities; Gillian Roehrig, University of Minnesota

Tagged Divisions

Educational Research and Methods

problem-solving tasks. Thus it also provides teachers and researchers with a starting point to track students’ misconceptions. This subtask includes variable selection and determining how much of the data are used. Students need to choose reasonable variables to reflect their definitions of problem tasks. Sampling They determine what data is appropriate to describe or explain the given problem contexts strategies based on their definitions. Beyond variable selection, students need to explore the nature of data so that the amount of data used is representative of the sample. A critical look at the data is required. Students

Conference Session

Digital Technologies and Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

James Herold, University of California, Riverside; Thomas Stahovich, University of California, Riverside; Han-lung Lin, University of California, Riverside ; Robert C. Calfee, University of California, Riverside

Tagged Divisions

Educational Research and Methods

an element is missing, we recordthis as being both incorrect and missing.A student who does not attempt a solution step demonstrates a lower level ofunderstanding than a student who does attempt that step but makes errors. To ensurethat the assessment method reflects this, all error indicators of a solution step are markedas incorrect if a student made no attempt at that step.In the following section we describe the major problem-solving steps and correspondingerror indicators for both the belt and wedge friction problems.Belt Friction Error IndicatorsOur assessment of performance on belt friction problems considers five major solutionsteps: constructing the flywheel FBD; constructing the equilibrium equation for theflywheel; constructing

Conference Session

Professional Identity

Collection

2011 ASEE Annual Conference & Exposition

Authors

Melani Plett, Seattle Pacific University; Caitlin Hawkinson, Seattle Pacific University; Jennifer J. VanAntwerp, Calvin College; Denise Wilson, University of Washington; Crystal Bruxvoort, Calvin College

Tagged Divisions

Educational Research and Methods

the following best describes your work experience since graduating. a. I am presently working as an engineer, or seeking to work as an engineer. b. I am currently choosing not to work as an engineer, but I did work as an engineer for some period of time since graduating. c. I have not worked as an engineer since graduating, but I have previously sought engineering employment. d. I have not worked as an engineer since graduating, and I have not sought engineering employment. Indicate the degree to which the following statements are true for you. (Answer options for each statement were from 1 to 5, or strongly disagree to strongly agree.) 2) Being an engineer is an important reflection of who I am. 3) I feel

Conference Session

They're Not "Soft" Skills!

Collection

2011 ASEE Annual Conference & Exposition

Authors

Roman Taraban, Texas Tech University; Kristin E. Oliver, Texas Tech University

Tagged Divisions

Educational Research and Methods

response was not due simply togreater knowledge, but to their beliefs about how one should respond to and interact withinformation. The Reader Belief Inventory (RBI) measures students‟ beliefs about text.17 The RBI consistsof two subscales, reflecting transmission and transaction beliefs. Transmission beliefs treat textas a means of direct communication between author and reader, without interpretation (e.g., anitem from the transmission subscale: The main purpose of reading is to understand what theauthor says). If a reader holds this view, he expects the author to communicate factualinformation in a direct fashion. The author is the authority. From a transmission perspective,reading is a one-way, linear process: the author presents it and the

Conference Session

They're Not "Soft" Skills!

Collection

2011 ASEE Annual Conference & Exposition

Authors

Eckehard Doerry, Northern Arizona University; James Dean Palmer, Northern Arizona University

Tagged Divisions

Educational Research and Methods

reflect on their teaming success.This "open evaluation" model is similar to Clark [6], who advocates for open discussions of peerevaluations as a basis learning and improvement. Scores from the Teamwork Report werecounted as 10% of the final course score.Version 1: EvaluationThis approach at first appeared to be successful, with insightful narratives of successfulteamwork appearing in Teamwork Reports. It soon became apparent, however, that thegenerally positive reviews appearing in the reports often did not match up with reality. In manycases, serious dissatisfactions with teammates revealed in private office consultations withinstructors never appeared in the peer ratings or, if they did, then in much milder form. Evenwhen poor performance was

Conference Session

Research in Assessment

Collection

2012 ASEE Annual Conference & Exposition

Authors

Baba Abdul, Washington State University; David B. Thiessen, Washington State University; Bernard J. Van Wie, Washington State University; Gary Robert Brown, Portland State University; Olusola O. Adesope, Washington State University, Pullman

Tagged Divisions

Educational Research and Methods

28 95.82 4.56Boiling 2.80 0.49 3.23 0.84 2.57 0.85 15 95.70 10.0From table 2 the scores for the worksheets are observed to be consistently lower than those forthe textbook problems. This is attributable to the fact that the worksheets are more complex thanthe typical text book problem. The worksheets were crafted by the professor to reflect howcognition is developed in the domain, whereas most text book problems have similar solvedproblems within the text (indeed some of them are partially or completely solved in thecompanion solutions manual). Thus text book problems may not be as challenging as theworksheets. See appendix B for a typical worksheet and text book problem.A further look

Conference Session

ERM Potpourri

Collection

2012 ASEE Annual Conference & Exposition

Authors

Megan F. Campanile, Illinois Institute of Technology; Eric M. Brey, Illinois Institute of Technology; Allison Antink Meyer, Illinois Institute of Technology; Norman G. Lederman, Illinois Institute of Technology

Tagged Divisions

Educational Research and Methods

, Chemical Engineering, Biology, Chemistry, and the School of Medicine. Diabetesis a complex pathologic condition and addressing the disease requires a diverse set of approachesfrom fundamental understanding of disease pathology, disease management and treatment eitherof the disease directly or one of its many complications. The students joined projects related to Page 25.1308.4diabetes that were developed from ongoing work in the faculty laboratories. Research projects in 3this REU program reflect this diversity, with projects offered in metabolic

Conference Session

Understanding Our Students I

Collection

2012 ASEE Annual Conference & Exposition

Authors

Joanna F. DeFranco, Pennsylvania State University, Great Valley; Kathryn W. Jablokow, Penn State University; Sven G. Bilen, Pennsylvania State University, University Park; Andras Gordon, Pennsylvania State University, University Park

Tagged Divisions

Educational Research and Methods

/PNY) Page 25.1310.11 Figure 7. Map density regression analysisFrom an A–I perspective, these results make sense. As previously explained, a more innovativeperson tends to offer more ideas when compared to a more adaptive counterpart (assuming levelis equal—no matter how high or low); the more innovative ideas may not all be relevant, but theinnovative tendency is to proliferate, leading to an increasing trend in total concepts as KAIscore increases. Our expectations of the impact of style diversity appear to be reflected in themap density trend as well (recall Eqn. 1). As the number of concepts increases

Conference Session

Research Informing Teaching Practice I

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jennifer Cole, Northwestern University; Robert A. Linsenmeier, Northwestern University; Timothy Miller, Binghamton University ; Matthew R. Glucksberg, Northwestern University

Tagged Divisions

Educational Research and Methods

starting placefor the next stage of the activity and get them to reflect on how their work differed from what anexperienced modeler might have done. The results of student performance on the in-classactivities can be found in our earlier works [1,2].The intent of the current portion of the study was to evaluate student performance atincorporating mathematical modeling on their team projects. A rubric was developed to assessstudent performance on the steps proposed by Gainsburg. The rubric consisted of a set ofquestions and decision trees that matched up to the modeling steps. This had to be flexibleenough to apply to different projects, so it was different than the rubric that we had used toanalyze student performance during the scenario study. It

Conference Session

Trends in Engineering Education

Collection

2013 ASEE Annual Conference & Exposition

Authors

Alex Albert, University of Colorado

Tagged Divisions

Educational Research and Methods

attempt to describe a pedagogical innovation anddemonstrate its impact on student learning. These studies include qualitative measurements ofimprovement such as student feedback in learning logs 1 and quantitative measurements such asperformance on examinations 2. The vast majority of researchers assess the impacts of newteaching methods primarily using correlational or comparative studies. They often gatherempirical data to understand if there is an improvement combined with qualitative feedback instudent reflections to understand why the intervention was successful or unsuccessful. Nearly allof these pedagogical studies aim to measure the improvement in learning resulting from anintervention. These studies essentially aim to perform a

Conference Session

Choice and Persistence in Engineering Education and Careers

Collection

2014 ASEE Annual Conference & Exposition

Authors

Alana Unfried, North Carolina State University; Malinda Faber, North Carolina State University; Eric N. Wiebe, North Carolina State University

Tagged Divisions

Educational Research and Methods

this labor supply gap can use information aboutthe varying STEM career interests of different types of students, such as students fromhistorically underrepresented groups, to most effectively achieve their goals.AcknowledgementsPortions of this material are based upon work supported by the National Science Foundation underGrant No. (DUE-1038154) – any opinions, findings, and conclusions or recommendations expressedin this material are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation. Portions of the work were also supported by The Golden LEAF Foundation. Page 24.1114.13References1. National

Conference Session

Student Learning, Problem Solving, and Critical Thinking 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Claudia Elena Vergara, Michigan State University; Mark Urban-Lurain, Michigan State University; Jon Sticklen, Michigan State University; Abdol-Hossein Esfahanian, Michigan State University; Hannah McQuade, The Center for Engineering Education Research; Andrew League, Michigan State University; Chris John Bush, The Center for Engineering Education Research; Michael Cavanaugh, Michigan State University, Center for Engineering Education Research

Tagged Divisions

Educational Research and Methods

National Science Foundation (NSF)under awards 722221 and 0939065. Any opinions, findings and conclusions or recommendationsexpressed in this material are those of the author(s) and do not necessarily reflect the views ofthe NSF.References[1] Bernold, L. E., Spurlin, J. E., & Anson, C. M. (2007). Understanding our students: A longitudinal study ofsuccess and failure in engineering with implications for increased retention. Journal of Engineering Education, 96(3), 263-274.[2] Denning, P. J. (1992). Educating a new engineer. Communications of the ACM, 35 (12), 82-97.[3] Froyd, J. E., & Ohland, M. W. (2005). Integrated engineering curricula. Journal of Engineering Education, 94(1), 147-164.[4] National Research Council (Ed.). (2002

Conference Session

Student Learning, Problem Solving, & Critical Thinking 3

Collection

2014 ASEE Annual Conference & Exposition

Authors

Patricia Kristine Sheridan, University of Toronto; Doug Reeve P.Eng., University of Toronto; Greg Evans, University of Toronto

Tagged Divisions

Educational Research and Methods

a Team-effectiveness Inventory18. This inventorypresents 27 competencies that comprise three aspects of individual team-member effectiveness:organizational aspects (project management), relational aspects (interpersonal relations), andcommunication aspects (information presentation and discussion) as shown in Table 1. Thesecompetencies are developed in students through the use of an online Team-effectivenessLearning System that allows students to complete and reflect upon self- and peer-assessments oftheir actions along these competencies. The inventory is comprised of a 7-point behaviourallyanchored rating scale for each competency which describes what each of the competenciesshould look like in a team working at the ‘performing’ stage of

Conference Session

Educational Research and Methods (ERM) Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jay McCormack, University of Idaho; Ashley Ater Kranov, ABET; Steven W. Beyerlein, University of Idaho, Moscow; Patrick D. Pedrow P.E., Washington State University; Edwin R. Schmeckpeper, Norwich University

Tagged Divisions

Educational Research and Methods

expressed in this material are those of theauthors and do not necessarily reflect those of the National Science Foundation.8. References 1. Loughry, M., Ohland, M., and Moore, D. “Development of a theory-based assessment of team member effectiveness”, Educational and Psychological Measurement, 67, 505-524. 2. Mourtos, N. “Defining, teaching, and assessing lifelong learning skills”, Proceedings from the American Society for Engineering Education Annual Conference and Exposition, June 2003. 3. McMartin, F., McKenna, A., and Youssefi, K., “Scenario assignments as assessment tools for undergraduate engineering education”, IEEE Transactions on Education, 43(2), 2000, 111-119. 4. Sindelar, M., Shuman, L, Besterfield-Sacre

Conference Session

Preparing for Practice

Collection

2013 ASEE Annual Conference & Exposition

Authors

Presentacion Rivera-Reyes, Utah State University - Engineering Education; Raymond Edward Boyles, Technology and Engineering Education

Tagged Divisions

Educational Research and Methods

] developed a study to explore electronic troubleshooting in different contexts of design,production, and repair. He made reference to the model explained by Johnson [11], the TechnicalTroubleshooting Model, that reflected the cognitive process flow of an engineer engaged introubleshooting technical problem. The model is divides into two main phases (a) hypothesisgeneration and (b) hypothesis evaluation. In phase one the problem-solver acquires informationfrom internal or external sources that can be used to support a representation of the problem.Following this representation, one or more hypothesis are developed that may account for thefault. In phase two, the problem solver evaluates a hypothesis generated in phase one andattempts to confirm or