Text to diagram to symbol: representational transformations in problem-solving

McCracken, Wendy; Newstetter, Wendy C.

doi:10.1109/fie.2001.963721

Cited by 25 publications

(37 citation statements)

References 3 publications

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“…Researchers have sought answers to Luchins and Luchins' questions by investigating how students solve engineering problems across contexts and problem types (e.g., Cooper & Sandi‐Urena, ; Kirn, Faber, & Benson, ; McCracken & Newstetter, ). However, this problem solving research in engineering has focused on the development of skills (Atman et al, ; Baillie, Ko, Newstetter, & Radcliffe, ; Borrego & Newswander, ; Steif, Lobue, Kara, & Fay, ) without accounting for the influence of personal and situational contexts that can drive student motivation and performance during problem solving (Mayer, ).…”

Section: Introductionmentioning

confidence: 99%

Engineering Students' Perceptions of Problem Solving and Their Future

Kirn

Benson

2018

J of Engineering Edu

103

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Background Preparing students to solve complex problems is an identified area of need in engineering education. Despite the documented influence of motivation on learning, little research exists that examines how motivation and problem solving in engineering interconnect. Purpose This study explores how engineering students perceive problem solving tasks, the future, and the connections between the two. Methods Interviews with engineering students (n = 9) about engineering problems, problem solving processes, their futures, and interactions between their futures and problem solving tasks were analyzed using interpretative phenomenological analysis (IPA). Analysis of the resulting transcripts identified and clustered units of meaning into themes, first by participant and then across participants. Results Three themes emerged from the IPA: participants perceived engineering as being primarily a problem solving process; participants reported using different problem solving processes depending on how well the task aligned with their future goals; and participants' perceptions of their future drove the problem solving processes they report using. Conclusions This work supports and extends engineering problem solving literature by making explicit the connections students describe between their problem solving processes and their future‐oriented motivations. Additionally, this work furthers our understanding of how future‐oriented motivations are conceptualized by engineering students.

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Section: Introductionmentioning

confidence: 99%

Engineering Students' Perceptions of Problem Solving and Their Future

Kirn

Benson

2018

J of Engineering Edu

103

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“…Additionally, the results suggest the importance of the problem framing phase in solving a problem, which concurs with the TDS model 10 .…”

Section: Discussionsupporting

confidence: 64%

“…The model, which builds upon the Text Diagram Symbol (TDS) model, involves three phases: problem representation, problem framing, and problem synthesis 10 . In the representation phase, the learner reads the problem and creates a mental representation of the problem.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

An Exploratory Study of the Role of Modeling and Simulation in Supporting or Hindering Engineering Students’ Problem-solving Skills

Shaikh¹,

Vieira²,

Garcı́a³

et al.

2015 ASEE Annual Conference and Exposition Proceedings

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“…Research on graphical representations in education has been investigated in mathematics 3 , physics [4][5][6] , chemistry 7,8 , biology [9][10][11] , and engineering 2,[12][13][14][15] , among other STEM fields. However, research that describes the role of representations in education has shown inconclusive results concerning effective ways of using these tools meaningfully 16,17 .…”

Section: Representations In Science and Engineeringmentioning

confidence: 99%

The Interplay Between Engineering Students' Modeling and Simulation Practices and Their Use of External Representations: An Exploratory Study

Fennell¹,

Vieira²,

Coutinho³

et al.

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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He is a mechanical engineer and holds a Bachelor's degree in law and a Master's degree in mechanical engineering. He has been teaching at different levels, from the first year of technical high school to the final year of mechatronic engineering course, since 1995. He also has considerable experience in the design and implementation of mechatronic and production engineering courses. His non-academic career is centered on product development and manufacturing processes.

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Text to diagram to symbol: representational transformations in problem-solving

Cited by 25 publications

References 3 publications

Engineering Students' Perceptions of Problem Solving and Their Future

Engineering Students' Perceptions of Problem Solving and Their Future

An Exploratory Study of the Role of Modeling and Simulation in Supporting or Hindering Engineering Students’ Problem-solving Skills

The Interplay Between Engineering Students' Modeling and Simulation Practices and Their Use of External Representations: An Exploratory Study

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