June 15, 2019
June 15, 2019
June 19, 2019
Design in Engineering Education
One might think that as students progress through an undergraduate engineering curriculum, their understanding of a system’s inputs and outputs, component structure, and functional requirements would become more complete. This paper investigates the differences in sophomore and senior engineering students’ mental models. Students who took part in this study were enrolled in either a sophomore-level engineering design course or a senior-level systems analysis course. This multi-part study involved an in-class activity to elicit the students’ mental models of common household products and semi-structured interviews with students. Analysis of the completed in-class activity indicated no statistically significant difference between the sophomores’ and seniors’ mental model scores, so semi-structured interviews were conducted to gain clarity on the lack of difference. An affinity sort of the data revealed that some students may have relied on their understanding of functional modeling to complete the in-class activity, while others may have focused on component-based knowledge of the household products. Results of this study will be used to further improve the mental model instruments and the instrument deployment procedure.
Fish, F. J., & Murphy, A. R., & Banks, H. D., & Aleman, M. W., & Bohm, M. R., & Nagel, R. L., & Linsey, J. S. (2019, June), Exploring Differences in Senior and Sophomore Engineering Students’ Mental Models of Common Products Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--32804
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2019 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015