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Autor/inn/en | Grigg, Sarah J.; Benson, Lisa C. |
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Titel | A Coding Scheme for Analysing Problem-Solving Processes of First-Year Engineering Students |
Quelle | In: European Journal of Engineering Education, 39 (2014) 6, S.617-635 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0304-3797 |
DOI | 10.1080/03043797.2014.895709 |
Schlagwörter | Engineering Education; Coding; Problem Solving; Error Correction; Accuracy; Efficiency; Cognitive Processes; Self Management; Introductory Courses; Error Patterns; Undergraduate Students |
Abstract | This study describes the development and structure of a coding scheme for analysing solutions to well-structured problems in terms of cognitive processes and problem-solving deficiencies for first-year engineering students. A task analysis approach was used to assess students' problem solutions using the hierarchical structure from a theoretical framework from mathematics research. The coding scheme comprises 54 codes within the categories of knowledge access, knowledge generation, self-management, conceptual errors, mechanical errors, management errors, approach strategies and solution accuracy, and was demonstrated to be both dependable and credible for analysing problems typical of topics in first-year engineering courses. The problem-solving processes were evaluated in terms of time, process elements, errors committed and self-corrected errors. Therefore, problem-solving performance can be analysed in terms of both accuracy and efficiency of processing, pinpointing areas meriting further study from a cognitive perspective, and for documenting processes for research purposes. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |