An exercise in inducing creativity in undergraduate engineering students through challenging examinations and open-ended design problems
An exercise in inducing creativity in undergraduate engineering students through challenging examinations and open-ended design problems
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DOI：
10.1109/13.204828
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发表时间：
1993-02
影响因子：
2.6
通讯作者：
S. Ghosh
中科院分区：
文献类型：
--
作者：
S. Ghosh
布朗大学的工程师，跨度从1989年至1991年，以促进创造力，鼓励工程专业的学生寻找和解决问题的边界的工程学科内正在进行的练习进行了讨论。描述了考试问题、问题性质的推理以及学生表现和看法的报告。本研究仅限于作者教授的六门学期课程：新生计算、数字系统设计高级课程和计算机系统组织高级课程。观察表明，虽然1.5-5%的学生表现出杰出的创造力，但45%的学生表现出创新的思维过程，可以被评为良好到非常好。班级中40%的学生对这些问题既没有能力也没有兴趣，他们通常认为这些问题太难、不公平、不相关。根据非正式访谈，全班前40-50%的人认为考试非常全面，具有挑战性，发人深省，困难但公平。>
An ongoing exercise within the division of engineering at Brown University that spans from 1989 to 1991 to foster creativity and to encourage engineering students to seek out and solve problems at the boundaries of the engineering disciplines is discussed. The examination questions, reasons the nature of the questions, and reports the students' performance and perceptions are described. This study is limited to six semester-courses taught by the author: freshmen computing, senior-level course in digital systems design, and senior-level course in computer systems organization. Observations indicate that while 1.5-5% of the students demonstrate outstanding creative ability, a solid 45% of the class demonstrate innovative thinking processes that may be rated between good to very good. The lower 40% of the class demonstrates neither capability nor interest in the problems and they usually perceive them as too difficult, unfair, and unrelated. The top 40-50% of the class, based on informal interviews, describe the examinations as very comprehensive, challenging, thought provoking, and difficult but fair. >