'I'm lost' - a qualitative analysis of student teams' strategies during their first experience in problem-based learning
Mabley, Seren and Ventura-Medina, Esther and Anderson, Anthony (2020) 'I'm lost' - a qualitative analysis of student teams' strategies during their first experience in problem-based learning. European Journal of Engineering Education, 45 (3). pp. 329-348. ISSN 0304-3797 (https://doi.org/10.1080/03043797.2019.1646709)
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Abstract
Future global challenges that engineering graduates face have placed demands 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.
ORCID iDs
Mabley, Seren ORCID: https://orcid.org/0000-0002-4495-8005, Ventura-Medina, Esther ORCID: https://orcid.org/0000-0002-1041-945X and Anderson, Anthony ORCID: https://orcid.org/0000-0002-7010-5743;-
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Item type: Article ID code: 69155 Dates: DateEvent12 May 2020Published26 July 2019Published Online16 July 2019Accepted2018SubmittedNotes: 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. Subjects: Education > Theory and practice of education > Higher Education Department: Faculty of Engineering > Chemical and Process Engineering
Faculty of Humanities and Social Sciences (HaSS) > Psychological Sciences and Health > PsychologyDepositing user: Pure Administrator Date deposited: 31 Jul 2019 11:48 Last modified: 11 Nov 2024 12:01 URI: https://strathprints.strath.ac.uk/id/eprint/69155