The Sequential Nature of Engineering Problem Solving

Authors

  • Douglas J. Hacker University of Utah
  • Carolyn S. Plumb Montana State University
  • Rose M. Marra University of Missouri

DOI:

https://doi.org/10.33423/jhetp.v20i12.3776

Keywords:

Higher Education, metacognition, self-directed learning, self-regulated learning, engineering design process, problem-based learning, sequential analysis

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.

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Published

2020-12-10

How to Cite

Hacker, D. J., Plumb, C. S., & Marra, R. M. (2020). The Sequential Nature of Engineering Problem Solving. Journal of Higher Education Theory and Practice, 20(12). https://doi.org/10.33423/jhetp.v20i12.3776

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Section

Articles