| Autor: |
Lawanto, Oenardi, Minichiello, Angela, Uziak, Jacek, Febrian, Andreas |
| Předmět: |
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| Zdroj: |
Proceedings of the ASEE Annual Conference & Exposition; 2018, p1-10, 10p |
| Abstrakt: |
This work in progress aims to better understand engineering students' task interpretation (i.e., accurate understanding of a task) processes while engaged in problem-solving of introductory engineering thermodynamics course. Task interpretation determines the approach taken toward problem-solving; inaccurate interpretation of problem-solving tasks will consequently result in a failed problem-solving attempt. Task interpretation is theorized to be a complex process that involves identifying explicit, implicit, and social-contextual aspects of identified problems. Two research questions guided the study: (1) What are the gaps, if any, between the instructor's and students' interpretation (explicit and implicit task features) of a problem-solving task?; and (2) How do students' task interpretation (explicit and implicit) change after engaging in self-evaluation of their problem-solving processes? One hundred twelve (112) second year engineering undergraduates voluntarily participated in the study. The preliminary analysis revealed that students faced challenges interpreting tasks related to the assigned thermodynamics problems, even after engaging in self-evaluation of their problem solutions. It was also found that students experienced greater difficulty identifying the implicit task information than the explicit task information that was presented to them in the problemsolving assignments. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
| Externí odkaz: |
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