New Orleans, Louisiana
June 26, 2016
June 26, 2016
August 28, 2016
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.
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
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: © 2016 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