Do engineering students from vocational and academic backgrounds think differently?


This work describes an experimental study to try to better understand the natural and previously evolved problem solving strategies used by entrants to undergraduate engineering programmes. New entrants to degree and pre-degree programmes were presented with a range of brain-teaser and practical problems requiring no specific prior knowledge to answer. Some would have unique answers with others being more open ended. Students worked in pairs to solve the problems and their discussions, notes and where relevant physical interactions with props were recorded and observed. The results were then coded and conclusions drawn based on both general approaches and whether particular types of student educational backgrounds influenced their approaches to problem solving.

Divisions: College of Engineering & Physical Sciences > School of Engineering and Technology > Mechanical, Biomedical & Design
College of Engineering & Physical Sciences
College of Engineering & Physical Sciences > Aston Institute of Materials Research (AIMR)
Funding Information: This work has been funded by the Royal Academy of Engineering, as part of its ‘Research Projects in Engineering Education’ initiative. Grant number RPiEE 82.
Additional Information: Copyright © 2022, The Authors.
Event Title: 18th International CDIO Conference, CDIO 2022
Event Type: Other
Event Dates: 2022-06-13 - 2022-06-15
Uncontrolled Keywords: entry standards,experimental. Standards: 4, 5, 8, 12,Problem solving,qualifications,Engineering (miscellaneous),Industrial and Manufacturing Engineering,Mechanical Engineering,Education
ISBN: 9789935965561
Last Modified: 21 Feb 2024 08:28
Date Deposited: 20 Jun 2022 10:49
Full Text Link:
Related URLs: http://www.scop ... tnerID=8YFLogxK (Scopus URL)
PURE Output Type: Conference contribution
Published Date: 2022-06-13
Authors: Thomson, Gareth A. (ORCID Profile 0000-0002-7104-4348)
Prince, Mark (ORCID Profile 0000-0002-3709-099X)

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