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.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have