Understanding and Developing Complex Problem-Solving Competency: An Exploration Based on Engineering Teachers’ Perspectives
- Conference
- Location
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Baltimore , Maryland
- Publication Date
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June 25, 2023
- Start Date
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June 25, 2023
- End Date
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June 28, 2023
- Conference Session
- Tagged Division
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Educational Research and Methods Division (ERM)
- Page Count
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11
- DOI
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10.18260/1-2--44533
- Permanent URL
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https://peer.asee.org/44533
- Download Count
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180
Paper Authors
Ji Yu Tsinghua University
Ji Yu is an Assistant Professor in the Institute of Education, Tsinghua University. She is also a member in the Centre of Engineering Education at the University. She received her PhD degree from the University of Cambridge, with an interdisciplinary background - a Master’s degree in education and a Bachelor’s degree in engineering. Her research and teaching interests include university innovation, especially how to cultivate engineers with innovative ability, and complex problem-solving ability. Her works have been published with journals like Higher Education Research & Development, Educational Research in China, and been released by Springer and Sense. Recently she is working closely with engineering teachers to enhance the connection between research and engineering education practice.
Wangqi Shen Tsinghua University
Wangqi Shen is a PhD student in the Institute of Education, Tsinghua University, majoring in Engineering Education. He got his master's and bachelor's degree in Educational Technology and has published some academic outcomes in Interactive Learning Environments and at international conferences such as AECT and SITE. Recently his works include international education strategies comparison, enterprise in engineering education and complex engineering problem-solving.
Anqi Ma Tsinghua University
Anqi Ma is a second-year master student in the Institute of Education at Tsinghua University with the guidance of Dr. Yu. She has a bachelor's degree in vehicle engineering and now focuses on engineering education. Her research tends to be at the micro-scale, focused on the individual level perspective of how engineering education can become more effective, efficient, and inclusive. Recently her works include engineering students’ identity and complex problem-solving skills.
Abstract
This paper is a work in progress. Complex problem-solving has been considered as one of the core competencies in current engineering education. Research has presented different perspectives to realize the evaluation of complex problem-solving competency, for instance the decomposing skills and learning goals; the scientific scope of the problem and the size of the project; the decision-making process of domain professionals; and the psychometric viewpoint. In general, there has been multiple methods based on different conceptual frameworks and informative inputs from professional engineers; but there is a lack of investigation on how engineering teachers understand and practice this concept in classroom. The importance of complex problem-solving has not been widely recognised in engineering education practitioners. In this paper, we briefly review current research; and introduce a bottom-up exploration based on engineering teachers. Using semi-structured interviews, we focus specifically on the learning procedures and goals related to the solving of complex engineering problems in teachers’ mind, and then present a conceptual framework. We pay close attention to the cognitive consensus and divergence between practicing teachers and current research. The implications on engineering teaching, educational reform, and future research are discussed.
Yu, J., & Shen, W., & Ma, A. (2023, June), Understanding and Developing Complex Problem-Solving Competency: An Exploration Based on Engineering Teachers’ Perspectives Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--44533
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