Abstract
AbstractStudent learning in a specific sophomore engineering course was analyzed using a variety of learning theory explanations. Bimodal grade distributions were observed in most of the examinations. The following theories were applied to these results: knowledge structure, Piaget's concrete and formal operational stages, Myers‐Briggs intuitive versus sensing, Perry's model of college student development, and deep versus shallow approaches to learning. The deep versus shallow approach to learning theory appears to best explain the results. Problem solving approaches are reviewed in light of the results obtained. Suggestions for improving the course are made, and compared to the results obtained when the course was re‐taught. This analysis serves as both an example of application of learning theories and as a review of these theories.
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