Experiences of First-Year Engineering Students Working on Ill-Structured Problems in Teams
Experiences of First-Year Engineering Students Working on Ill-Structured Problems in Teams
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DOI：
10.1002/jee.20220
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发表时间：
2018-07-01
影响因子：
3.4
通讯作者：
Purzer, Senay
中科院分区：
文献类型：
--
作者：
Dringenberg, Emily;Purzer, Senay
背景由于工程师解决的问题是结构不良，需要合作，工程项目的一个共同目标是培养学生的能力，解决这些问题的团队，往往使用基石设计经验。目的与设计有效的学习环境的目标，这项研究确定了工程专业学生在团队工作时遇到结构不良问题的不同方式。方法采用现象学研究法，对27名工科一年级学生进行访谈。迭代数据分析导致学生的经验和他们的逻辑relationships.Results描述协作，结构不良的解决问题的经验出现了七个类别：完成，过渡，迭代，组织，协作，推理，和增长。这些类别被组织在一个结果空间沿着尺寸，我们称之为反应的模糊性和使用的多个角度，可以用来框架学生的观点，从不太全面，以更全面的comprehensive.Conclusions第一年的工程专业的学生经验，以团队为基础，结构不良的问题解决的各种方式。由此产生的结果空间是实际使用的教育工作者谁教涉及协作，结构不良的问题解决的课程。
Background As engineers solve problems that are ill-structured and require collaboration, a common goal of engineering programs is to develop students' competencies for solving such problems in teams, often using cornerstone design experiences.Purpose With the goal of designing effective learning environments, this study identifies qualitatively different ways that engineering students experienced ill-structured problems while working in teams.Design/Method This phenomenographic study employs interview data from 27 first-year engineering students. Iterative data analysis resulted in categories of student experiences and their logical relationships.Results Seven categories describing collaborative, ill-structured problem-solving experiences emerged: completion, transition, iteration, organization, collaboration, reasoning, and growth. These categories are organized in an outcome space along dimensions we call reaction to ambiguity and use of multiple perspectives that can be used to frame students' perspectives from less comprehensive to more comprehensive.Conclusions First-year engineering students experience team-based, ill-structured problem solving in a variety of ways. The resulting outcome space is of practical use to educators who teach courses involving collaborative, ill-structured problem solving.