Effect of Real-World Problem-Posing Strategy on Engineering College Students' Cognitive and Affective Skills

Autor/inn/en	Pan, Ai-Jou; Chou, Pao-Nan; Lai, Chin-Feng
Titel	Effect of Real-World Problem-Posing Strategy on Engineering College Students' Cognitive and Affective Skills
Quelle	In: IEEE Transactions on Education, 66 (2023) 6, S.665-672 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pan, Ai-Jou) ORCID (Chou, Pao-Nan) ORCID (Lai, Chin-Feng)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-9359
DOI	10.1109/TE.2023.3296443
Schlagwörter	Engineering Education; Problem Solving; College Students; Learning Motivation; Student Centered Learning; Academic Achievement; Skill Development + Suchen Sie Ihr Suchwort? Ingenieurausbildung; Problemlösen; Collegestudent; Motivation for studies; Lernmotivation; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Schulleistung; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01