Engineering Students' Epistemic Cognition in the Context of Problem Solving

Abstract

AbstractBackgroundStudents' beliefs about knowledge (epistemic beliefs) and their motivations toward processing information (epistemic motivation) have been suggested as influencing aspects of learning.PurposeThis study investigated the relationship between engineering students' approach to solving an open‐ended homework problem and their epistemic motivation, engineering epistemic beliefs, and epistemic cognition.MethodsThe initial quantitative phase of this sequential explanatory mixed methods study employed a k‐means cluster analysis to identify homogenous subgroups of biomedical engineering students based on their epistemic beliefs and epistemic motivation measured using a survey (n = 50). Eighteen of these students were interviewed to explore their epistemic cognitions when solving an open‐ended homework problem. Transcripts were analyzed and results were overlaid with the clusters to investigate relationships between students' approaches to problem solving and their epistemic beliefs, motivation, and cognition.ResultsThree clusters of students were identified based on three constructs of epistemic beliefs and epistemic motivation: source of engineering knowledge, certainty of engineering knowledge, and closed‐mindedness. Students in the same cluster activated similar components of epistemic cognition, such as their desired outcomes for solving the problem. Additionally, we identified that the instructor's description of the problem and how the assignment was structured influenced how students approached solving the problem.ConclusionsComparison of clusters revealed that having more constructivist epistemic beliefs does not guarantee that students will set epistemic aims or make epistemic gains. Additionally, students' approaches to solving the open‐ended problem were influenced by their lack of desire to consider other ideas. The outcomes of this study provide a more complete understanding of students' epistemic cognitions and beliefs related to problem solving in the classroom.