Salt Lake City, Utah
June 23, 2018
June 23, 2018
July 27, 2018
Educational Research and Methods
The accurate understanding of tasks, known in the Self-Regulated Learning literature as task interpretation, is an essential first step in any problem-solving activity. Task interpretation determines the approach taken toward problem-solving; inaccurate interpretation of problem- solving tasks will consequently result in a failed problem-solving attempt. Task interpretation is theorized to be a complex process that involves identifying explicit, implicit, and social- contextual aspects of identified problems. The purpose of this study is to better understand engineering students’ task interpretation processes while engaged in problem solving in an introductory engineering thermodynamics course. Two research questions guided the study: (1) What are the gaps, if any, between the instructor’s and students’ interpretation (explicit and implicit task features) of a problem-solving task?; and (2) How do students’ task interpretation (explicit and implicit) change after engaging in self-evaluation of their problem-solving processes? One hundred twelve (112) second year engineering undergraduates voluntarily participated in the study. The preliminary analysis revealed that students faced challenges interpreting tasks related to theassigned thermodynamics problems, even after engaging in self- evaluation of their problem solutions. It was also found that students experienced greater difficulty identifying the implicit task information than the explicit task information that was presented to them in the problem-solving assignments.
Lawanto, O., & Minichiello, A., & Uziak, J., & Febrian, A. (2018, June), Engineering Undergraduates’ Task Interpretation during Problem-Solving in Thermodynamics Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. https://peer.asee.org/30419
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