The Use of Student Question-Posing in Reactor Design to Encourage an Open-Ended Approach to Learning

Autor/inn/en	Pott, Robert W. M.; Nortjé, Sunel
Titel	The Use of Student Question-Posing in Reactor Design to Encourage an Open-Ended Approach to Learning
Quelle	In: European Journal of Engineering Education, 46 (2021) 6, S.874-888 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pott, Robert W. M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0304-3797
DOI	10.1080/03043797.2021.1923662
Schlagwörter	Teaching Methods; Learning Processes; Engineering Education; Problem Solving; Assignments; Thinking Skills; Student Attitudes; Recognition (Psychology); Design; Chemical Engineering; Foreign Countries; Study Habits; Metacognition; Undergraduate Students; Computation; Drills (Practice); South Africa + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Ingenieurausbildung; Problemlösen; Assignment; Auftrag; Zuweisung; Denkfähigkeit; Schülerverhalten; Recognition; Wiedererkennen; Chemisches Prüfverfahren; Ausland; Study behavior; Study behaviour; Studienverhalten; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	A concern in engineering education is students adopting a 'recognise and reproduce' approach to problem solving. In this study, an assignment was conceived and analysed through Legitimation Code Theory -- which allows for visualisation of students' thinking, and to illuminate how students construct knowledge in open-ended problem solving. The assignment was based on students posing their own exam-style questions. Evidence for its subjective effect on the students was generated through students' responses to a questionnaire. Most (72%) students found the assignment assisted their understanding and context of the work, while 75% believed the open-ended nature of the assignment would make them better engineers. About 52% said they would change the way they study based on the insights and self-reflection from the assignment. While several students discuss an approach focussed on repetition, recognition, and algorithmic learning, the assignment showed students using an open-ended approach. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01