Effect of real-world problem-posing strategy on engineering college students’ cognitive and affective skills
學年 112
學期 1
出版（發表）日期 2023-08-04
作品名稱 Effect of real-world problem-posing strategy on engineering college students’ cognitive and affective skills
作品名稱（其他語言）
著者 Ai-Jou Pan; Pao-Nan Chou; Chin-Feng Lai
單位
出版者
著錄名稱、卷期、頁數 IEEE Transactions on Education 66(6), p.665-672
摘要 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.
關鍵字 Problem-solving; Task analysis; Engineering students; Computational modeling; Urban areas; Planning; Load modeling; Engineering curriculum; learning achievement; learning motivation; problem-posing; problem-solving
語言 en_US
ISSN 0018-9359; 1557-9638
期刊性質 國外
收錄於 SSCI
產學合作
通訊作者
審稿制度 否
國別 USA
公開徵稿
出版型式 ,電子版
相關連結

機構典藏連結 ( http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/127911 )