Virtual On line
June 22, 2020
June 22, 2020
June 26, 2021
Diagnostic assessments help the instructor better understand students’ prior knowledge and skills when students take a specific course. This paper reports the results of diagnostic assessments of student attitudes and approaches to problem solving in a sophomore-year undergraduate course called Engineering Dynamics. A 33-item survey instrument called Attitudes and Approaches to Problem Solving (AAPS) Survey developed by Mason and Singh was adopted in the present study. The AAPS survey was administered to a total of 190 engineering undergraduates who took Engineering Dynamics in two recent semesters. Student responses to the AAPS survey in the present study were compared with expert responses. The results show that less than 50% of students in two semesters provided the same responses as expert responses for 8 survey items: No. 12 (28.9%), No. 31 (30.0%), No. 30 (30.5%), No. 9 (40.0%), No. 20 (41.1%), No. 3 (43.2%), No. 5 (44.2%), and No. 11 (46.8%). Among those eight items, four items (Nos. 12, 3, 5, 11) are related to mathematics and equations; two items (Nos. 31 and 30) are related to abstract vs. concrete thinking; one item (No. 9) is about problem solving in different contexts; and one item (No. 20) deals with reflection and self-regulated learning. These research findings as well as their implications and significance are discussed.
Fang, N. (2020, June), Diagnostic Assessments of Student Attitudes and Approaches to Problem Solving in an Engineering Dynamics Course Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--34466
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