Using cognitive load theory to interpret student difficulties with a problem-based learning approach to engineering education: a case study.
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Michael Peters [1]
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[1] Aston University
Aston University
Reino Unido
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- Localización: Teaching mathematics and its applications, ISSN 0268-3679, Vol. 34, Nº. 1, 2015, págs. 53-62
- Idioma: inglés
- DOI: 10.1093/teamat/hru031
- Texto completo no disponible (Saber más ...)
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Resumen
This article reports on an investigation with first year undergraduate Product Design and Management students within a School of Engineering and Applied Science. The students at the time of this investigation had studied fundamental engineering science and mathematics for one semester. The students were given an open ended, ill-formed problem which involved designing a simple bridge to cross a river. They were given a talk on problem solving and given a rubric to follow, if they chose to do so. They were not given any formulae or procedures needed in order to resolve the problem. In theory, they possessed the knowledge to ask the right questions in order to make assumptions but, in practice, it turned out they were unable to link their a priori knowledge to resolve this problem. They were able to solve simple beam problems when given closed questions. The results show they were unable to visualize a simle bridge as an augmented beam problem and ask pertinent questions and hence formulate appropriate assumptions in order to offer resolutions.
