Intellectual Mental Models of Engineering and Non-Engineering Undergraduate Students
- Conference
- Location
-
Vancouver
- Publication Date
-
May 12, 2022
- Start Date
-
May 12, 2022
- End Date
-
May 14, 2022
- Conference Session
- Tagged Topic
-
Conference Submission
- Page Count
-
9
- DOI
-
10.18260/1-2--44744
- Permanent URL
-
https://peer.asee.org/44744
- Download Count
-
43
Paper Authors
M. Javed Khan Tuskegee University
Dr. M. Javed Khan is Professor and Head of Aerospace Science Engineering Department at Tuskegee University. He received his Ph.D. in Aerospace Engineering from Texas A&M University, M.S. in Aeronautical Engineering from the US Air Force Institute of Technology, and B.E. in Aerospace Engineering from the PAF College of Aeronautical Engineering. He also has served as Professor and Head of Aerospace Engineering Department at the National University of Science and Technology,Pakistan. His research interests include experimental aerodynamics, aircraft design and engineering education.
Chadia A. Aji Tuskegee University
Chadia Affane Aji is a Professor in the Department of Mathematics at Tuskegee University. Dr. Aji received her Ph.D. and M.S. in Mathematics from Auburn University and a Bachelor in Chemical Engineering from Texas A&M University. Her research interests lie in the areas of numerical analysis, computational applied mathematics, complex analysis, and on improving students' learning in STEM disciplines. Dr. Aji is involved in retention activities at Tuskegee University. She helps designing strategies to assist incoming freshmen cope with first year mathematics classes. She developed teaching modules to improve students' learning in mathematics using technology.
Abstract
Intellectual Mental Models of Engineering and Non-Engineering Undergraduate Students
The traditional educational paradigm encourages the development of dualistic intellectual mental models of the world view. Students strive to get the correct answer as expected by the teacher. With the development of understanding of the world view and student agency, the mental models move towards multiplicity and finally to a relativistic understanding. This paper discusses this cognitive development of undergraduate students and the impact of duration of stay in college. A validated instrument was used to measure anchoring of student mental models across the spectrum of duality, multiplicity, and relativity. Data was analyzed to determine the differences between engineering and non-engineering students. The effect of the academic standing was also investigated. The influence of gender was studied. Results of these analyses are shared.
The work is supported by NSF Grant # xxxxxxxx
Khan, M. J., & A. Aji, C. (2022, May), Intellectual Mental Models of Engineering and Non-Engineering Undergraduate Students Paper presented at 2022 ASEE Zone IV Conference, Vancouver. 10.18260/1-2--44744
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: © 2022 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