Virtual On line
June 22, 2020
June 22, 2020
June 26, 2021
The cognitive models of students’ perceptions of the real world lie on a spectrum spanning a dualistic understanding of the worldview on one end and a relativistic view on the other end. Students who are dualistic in their understanding of concepts have difficulty in solving problems which do not lend themselves to a well-defined single answer or solution. One would therefore assume that engineering students would rapidly develop a relativistic understanding of the solution space. This developmental process would also manifest itself in the development of an engineering identity. The focus of the research presented in this paper is to determine the relationship of the cognitive models of the solution space, tolerance of ambiguity and the development of engineering identity. A cross-sectional study of the cognitive models of undergraduate students, their tolerance to ambiguity and perception of engineering identity was conducted at an historically black university. The modified Rydell-Rosen Ambiguity Tolerance (RRAT) survey instrument for tolerance of ambiguity and the Bateman-McDonald survey instrument for determining their location on the cognitive spectrum were used in this study. The students were also administered the Godwin Engineering Identity survey. Data analysis indicated that students’ tolerance of ambiguity increased on only few items of the RRAT. with the time spent in college. The analysis of the engineering identity indicated positive changes on several of the items of the instrument. This research is supported by NSF Grant# 1832041.
Khan, M. J., & A. Aji, C. (2020, June), Tolerance of Ambiguity, Development of Cognitive Models, and Engineering Identity Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--35391
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