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Abstract Only Convincing Students to Implement a Problem Solving Heuristic Shari J. Kimmel Department of Mechanical Engineering and Mechanics, Lehigh University, Bethlehem, PA 18015-3085 tel. 610-758-4017; FAX: 610-758-6224; email: sjk4@lehigh.edu Teaching problem solving skills in an engineering course is necessary since students often begin engineering programs without knowing how to solve open-ended problems. Current pedagogical theory suggests using a heuristic to guide students through the problem solving processes. Though many different methodologies have been proposed, the basic steps involve understanding the problem statement, analyzing possible solutions, developing the details of the solution, testing the solution, and, finally, presenting the final result. Following this type of process assists students in learning how to solve a problem they have not yet encountered using skills they have mastered. This type of methodology has been very successful in many studies, because students are required to do preliminary analysis before implementing a solution. The heuristic requires that students dissect the problem statement and more carefully consider a particular solution than they are likely to do on their own. A major obstacle in teaching students a problem solving heuristic is convincing them to do these first two steps. It is not initially apparent to students that these steps will help them solve the problem; at first students see these steps as adding additional work to their busy schedule. Students will generally do some sort of preliminary work when required by the assignment, but to become better problem solvers they need to recognize the value of the preliminary steps in a problem solving heuristic. The purpose of this study is to examine what methods can be used to convince students that these preliminary steps are necessary to effectively solve problems. In some classes, when reluctant students see that other students are able to solve problems faster and more easily, they are more likely to implement preliminary problem solving steps. Another idea is to get students used to doing this preliminary problem analysis by using a guided instructional method at first. During the Fall 2001 semester, several methods of encouraging students to apply a problem solving method will be explored in an engineering class, since students must willingly use this methodology regularly in order to become adept problem solvers.
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Woods, D.R., Hrymak, A.N., Marshall, R.R., Wood, P.E., Crowe, C.M., Hoffman, T.W., Wright, J.D., Taylor, P.A., Woodhouse, K.A., & Bouchard, C.G.K (1997). "Developing Problem Solving Skills: The McMaster Problem Solving Program." Journal of Engineering Education, 86 (2), 75-91.
Deek, F.P. An Integrated Environment for Problem Solving and Program Development. Unpublished Ph.D. Dissertation, New Jersey Institute of Technology. Newark NJ (1997). |
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