Tang, Y. (2016, June), Scaffolding through Question Prompts to Avoid Pernicious Einstellung (Set) Effect  Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.26137

\bibitem{asee_peer_26137}
  Tang, Y. (2016, June), \emph{Scaffolding through Question Prompts to Avoid Pernicious Einstellung (Set) Effect}
  Paper presented at 2016 ASEE Annual Conference \& Exposition, New Orleans, Louisiana.
  10.18260/p.26137

Yan Tang.  "Scaffolding through Question Prompts to Avoid Pernicious Einstellung (Set) Effect".  2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana, 2016, June.  ASEE Conferences, 2016.  https://peer.asee.org/26137 Internet.  12 Oct, 2024

\bibitem{asee_peer_26137}
  Yan Tang.
  "Scaffolding through Question Prompts to Avoid Pernicious Einstellung (Set) Effect".
  \emph{2016 ASEE Annual Conference \& Exposition, New Orleans, Louisiana, 2016, June}.
  ASEE Conferences, 2016.
  https://peer.asee.org/26137 Internet.  12 Oct, 2024

@INPROCEEDINGS{asee_peer_26137
author = "Yan Tang"
title = "Scaffolding through Question Prompts to Avoid Pernicious Einstellung (Set) Effect"
booktitle = "2016 ASEE Annual Conference \& Exposition"
year = "2016"
month = "June"
address = "New Orleans, Louisiana"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/26137}
number = {10.18260/p.26137}
}

TY  - CPAPER
AB  - The Einstellung Effect occurs when the first solution that comes to mind, often triggered by improper initial intuition, prevents a correct solution from being found. The Einstellung effect has been a frequent stumbling block for students when learning dynamics due to their conceptual misunderstanding. Although the phenomenon has been studied in cognitive psychology, it has not been seen in engineering education literature. This paper will investigate how scaffolding through proper question prompts could avoid this phenomena. Examples and assessment results will be provided to demonstrate the effectiveness. 

By sharing our practice on the Einstellung effect prevention, we intend to inform engineering educators of the fruitful results from cognitive sciences. We can further evaluate the theories in engineering education setting as many of them were developed for other disciplines in a laboratory setting. Those results could serve as stepping stones for us to tackle challenges in engineering education.

AU  - Yan Tang
CY  - New Orleans, Louisiana
DA  - 2016/06/26
PB  - ASEE Conferences
TI  - Scaffolding through Question Prompts to Avoid Pernicious Einstellung (Set) Effect
UR  - https://peer.asee.org/26137
DO  - 10.18260/p.26137
ER  -