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ERIC Number: EJ1402181
Record Type: Journal
Publication Date: 2023
Pages: 8
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0018-9359
EISSN: EISSN-1557-9638
Effect of Real-World Problem-Posing Strategy on Engineering College Students' Cognitive and Affective Skills
Pan, Ai-Jou; Chou, Pao-Nan; Lai, Chin-Feng
IEEE Transactions on Education, v66 n6 p665-672 2023
Contribution: This study systematically developed an educational learning framework titled "Real-world problem-posing strategy with engineering problem-solving" to facilitate engineering college students' learning. This study evaluated the effect of the developed learning framework on engineering college students' engineering problem-solving skills and learning motivation. Background: The incorporation of a student-centered learning approach into engineering education is gaining considerable attention for improving the quality of undergraduate engineering courses. A problem-posing strategy should be incorporated into engineering courses because it may positively affect students' cognitive and affective skills. Research Question: 1) Is there a significant improvement in engineering college students' learning achievement after the real-world problem-posing strategy with engineering problem-solving? 2) Is there a significant improvement in engineering college students' engineering problem-solving skills after real-world problem-posing strategy with engineering problem-solving? 3) Is there a significant improvement in engineering college students' learning motivation after real-world problem-posing strategy with engineering problem-solving? 4) To what degree are problem-solving skills and the quantity of posed problems correlated? Methodology: The framework of real-world problem-posing strategy with engineering problem-solving was integrated into computer architecture courses for eight weeks. Quantitative measurements were used to evaluate the effectiveness of the framework on engineering undergraduates' learning. Findings: The results revealed a significant improvement in students' engineering problem-solving skills and learning motivation. A significant moderate correlation was found between engineering problem-solving skills and the quantity of posed authentic engineering problems. In addition, the real-world problem-posing strategy with engineering problem-solving had a greater impact on high-achieving students' cognition than on low-achieving and medium-achieving students.
Institute of Electrical and Electronics Engineers, Inc. 445 Hoes Lane, Piscataway, NJ 08854. Tel: 732-981-0060; Web site: http://bibliotheek.ehb.be:2578/xpl/RecentIssue.jsp?punumber=13
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A