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JOURNAL OF HIGHER EDUCATION THEORY AND PRACTICE
The Sequential Nature of Engineering Problem Solving
Author(s): Douglas J. Hacker, Carolyn S. Plumb, Rose M. Marra
Citation: Douglas J. Hacker, Carolyn S. Plumb, Rose M. Marra, (2020) "The Sequential Nature of Engineering Problem Solving," Journal of Higher Education Theory and Practice, Vol. 20, ss. 12, pp. 11-22
Article Type: Research paper
Publisher: North American Business Press
Abstract:
Iron Range Engineering is an innovative, problem-based-learning program. Part of its innovation comes from the program’s strong emphasis on developing metacognitive skills. In our research, we have been investigating the cognitive processes involved in engineering problem solving, focusing specifically on the role of metacognition. To this end, we have collected think-aloud data as students solved open-ended design problems. The think-aloud data were gathered using verbal protocols and analyzed using sequential analysis. These analyses show positive growth in both students’ engineering knowledge and in their metacognitive use of that knowledge.
