Abstract
on engineering education and how graduates develop competency in collaborative problem-solving. Such demand has seen an increase in the use of pedagogies like problem-based learning (PBL) that provide opportunities for developing collaborative problem-solving skills. PBL has been well studied however there is still much to understand about 'how' students solve problems collaboratively in PBL settings. This work investigates the processes taking place when students set out to solve problems in a group. Naturalistic data from video recordings of participants in chemical process design PBL sessions is used. Participants conversations were transcribed and their language analysed using qualitative content analysis to provide a description of 'what' strategies students use. The findings indicate that students tend to adhere to relatively rigid structures and minimize effort when tackling unfamiliar ill-dened problems. Additionally, students appear to struggle making connections between knowledge domains.
| Language | English |
|---|---|
| Pages | 1-20 |
| Number of pages | 20 |
| Journal | European Journal of Engineering Education |
| Early online date | 26 Jul 2019 |
| DOIs | |
| Publication status | E-pub ahead of print - 26 Jul 2019 |
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Keywords
- problem-based learning
- problem-solving
- qualitative content analysis
- teams
- student strategies
Cite this
}
'I'm lost' - a qualitative analysis of student teams' strategies during their first experience in problem-based learning. / Mabley, Seren; Ventura-Medina, Esther; Anderson, Anthony.
In: European Journal of Engineering Education, 26.07.2019, p. 1-20.Research output: Contribution to journal › Article
TY - JOUR
T1 - 'I'm lost' - a qualitative analysis of student teams' strategies during their first experience in problem-based learning
AU - Mabley, Seren
AU - Ventura-Medina, Esther
AU - Anderson, Anthony
N1 - This is an Accepted Manuscript of an article published by Taylor & Francis in European Journal of Engineering Education on 26th July 2019, available online: http://www.tandfonline.com/10.1080/03043797.2019.1646709.
PY - 2019/7/26
Y1 - 2019/7/26
N2 - Future global challenges that engineering graduates face have placed demandson engineering education and how graduates develop competency in collaborative problem-solving. Such demand has seen an increase in the use of pedagogies like problem-based learning (PBL) that provide opportunities for developing collaborative problem-solving skills. PBL has been well studied however there is still much to understand about 'how' students solve problems collaboratively in PBL settings. This work investigates the processes taking place when students set out to solve problems in a group. Naturalistic data from video recordings of participants in chemical process design PBL sessions is used. Participants conversations were transcribed and their language analysed using qualitative content analysis to provide a description of 'what' strategies students use. The findings indicate that students tend to adhere to relatively rigid structures and minimize effort when tackling unfamiliar ill-dened problems. Additionally, students appear to struggle making connections between knowledge domains.
AB - Future global challenges that engineering graduates face have placed demandson engineering education and how graduates develop competency in collaborative problem-solving. Such demand has seen an increase in the use of pedagogies like problem-based learning (PBL) that provide opportunities for developing collaborative problem-solving skills. PBL has been well studied however there is still much to understand about 'how' students solve problems collaboratively in PBL settings. This work investigates the processes taking place when students set out to solve problems in a group. Naturalistic data from video recordings of participants in chemical process design PBL sessions is used. Participants conversations were transcribed and their language analysed using qualitative content analysis to provide a description of 'what' strategies students use. The findings indicate that students tend to adhere to relatively rigid structures and minimize effort when tackling unfamiliar ill-dened problems. Additionally, students appear to struggle making connections between knowledge domains.
KW - problem-based learning
KW - problem-solving
KW - qualitative content analysis
KW - teams
KW - student strategies
U2 - 10.1080/03043797.2019.1646709
DO - 10.1080/03043797.2019.1646709
M3 - Article
SP - 1
EP - 20
JO - European Journal of Engineering Education
T2 - European Journal of Engineering Education
JF - European Journal of Engineering Education
SN - 0304-3797
ER -