Abstract
This paper describes the given–find–solution method as a general approach to solving engineering problems. An in-classroom study was conducted to provide evidence of its effectiveness in increasing, students' problem-solving proficiency. The target course was an undergraduate service thermodynamics course taught at Montana State University. Results indicate that the given—find—solution method seems to be effective for most students. The implications for assessment and methodological improvements are discussed.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: International Journal of Mechanical Engineering Education
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
