Problem-solving discourse models: informing an introductory engineering course

Nicky Wolmarans,Brandon I Collier-Reed

doi:10.1080/10288457.2010.10740680

Abstract

This article draws on Gee's notions of Discourse and specifically Discourse Models to explore Engineering Problem Solving1 and the different ways in which it can be understood in an engineering context. After Gee we attempt to identify aspects of doing, being and valuing that underpin people's Problem Solving Discourse Models. Interviews with three engineering lecturers reveal that they draw extensively on two different Discourse Models of Engineering Problem Solving. The more highly valued Model (Integrated Design Model) reflects engineering practice, is located in engineering design and dependant on judgement. The other is located in the classroom and involves the algorithmic resolution of mathematical models, (Knowledge Construction Model). These Discourse Models form a backdrop to interviews with three students entering an engineering degree programme for the first time. The three students each draw different Discourse Models of Problem Solving, and display characteristics (such as the level of confidence) that align more or less with Engineering Problem Solving, sometimes obscuring their understanding. The implications of these findings in terms of an introductory engineering course are discussed. These include recognising the potential diversity of Problem Solving Discourse Models our students bring to tertiary education, as well as the difficulty of introducing a legitimate design project requiring the level of judgement needed to interpret open-ended, ill-defined problems and then integrate multiple quantitative models with multidisciplinary qualitative judgements in a rigorous manner.

Highlights

Problem Solving is seen as a key skill required of engineers, problem solving takes on many different forms in different contexts or disciplines
In this article we explore some of the different ways in which engineering lecturers and engineering students make sense of the idea of Problem Solving and what it means to be an Engineering Problem Solver
Discourse Models of Problem Solving: an engineering student perspective Set against the Discourse Models that our lecturers draw on: the Knowledge Construction Model (KCM) and the Integrated Design Model (IDM), we present vignettes of the three students interviewed in this study

Summary

Introduction

Problem Solving is seen as a key skill required of engineers, problem solving takes on many different forms in different contexts or disciplines. In this article we explore some of the different ways in which engineering lecturers and engineering students make sense of the idea of Problem Solving and what it means to be an Engineering Problem Solver. Our interest lies in the implicit values that Engineering lecturers place on Problem Solving; and the diversity of different ways that first year engineering students may understand Problem Solving. Many engineering programmes around the world include an introductory engineering course in the first semester of study. These courses typically tend to involve basic skills development (study skills, time management, technical or professional communication), the introduction to various topics that span the engineering specialisation of choice (often in the form of laboratory-type experiments), an introductory design project, or some combination of these.

Objectives

Conclusion