Abstract
This paper describes a study to assess the demand of problems posed in undergraduate electrical engineering courses. This is part of a larger study to examine the gap between the demand of problems and the types of reasoning students use when attempting to solve them. The analysis uses a two-dimensional taxonomy table consisting of rows and columns that define cognitive processes and categories of knowledge, respectively. The cognitive process dimension (i.e., the rows of the table) contains six categories: remember, understand, apply, analyze, evaluate, and create. The knowledge dimension (i.e., the columns of the table) contains four categories: factual, conceptual, procedural, and metacognitive. Preliminary results suggest that the proposed two-dimension analysis can be successfully used to characterize the demand of electrical engineering problems.
Published Version
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