Do engineering students from vocational and academic backgrounds think differently?

Gareth A. Thomson; Mark Prince

Do engineering students from vocational and academic backgrounds think differently?

Research output: Chapter in Book/Published conference output › Conference publication

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Abstract

This work describes an experimental study to try to better understand the natural and previously evolved problem solving strategies used by entrants to undergraduate engineering programmes. New entrants to degree and pre-degree programmes were presented with a range of brain-teaser and practical problems requiring no specific prior knowledge to answer. Some would have unique answers with others being more open ended. Students worked in pairs to solve the problems and their discussions, notes and where relevant physical interactions with props were recorded and observed. The results were then coded and conclusions drawn based on both general approaches and whether particular types of student educational backgrounds influenced their approaches to problem solving.

Original language	English
Title of host publication	Proceedings of the 18th International CDIO Conference, hosted by Reykjavik University, Reykjavik Iceland, June 13-15, 2022.
Editors	Maria Sigridur Gudjonsdottir, Haraldur Audunsson, Arkaitz Manterola Donoso, Gudmundur Kristjansson, Ingunn Saemundsdottir, Joseph Timothy Foley, Marcel Kyas, Angkee Sripakagorn, Janne Roslof, Jens Bennedsen, Kristina Edstrom, Natha Kuptasthien, Reidar Lyng
Pages	809-819
ISBN (Electronic)	9789935965561
Publication status	Published - 13 Jun 2022
Event	18th International CDIO Conference, CDIO 2022 - Reykjavik, Iceland Duration: 13 Jun 2022 → 15 Jun 2022

Publication series

Name	Proceedings of the International CDIO Conference
ISSN (Electronic)	2002-1593

Conference

Conference	18th International CDIO Conference, CDIO 2022
Country/Territory	Iceland
City	Reykjavik
Period	13/06/22 → 15/06/22

Bibliographical note

Funding

This work has been funded by the Royal Academy of Engineering, as part of its ‘Research Projects in Engineering Education’ initiative. Grant number RPiEE 82.

Keywords

entry standards
experimental. Standards: 4, 5, 8, 12
Problem solving
qualifications

Access to Document

CDIO2022_Papers_Problem solving-7
Copyright © 2022, The Authors.
Accepted author manuscript, 392 KBLicence: CC BY-NC-ND 4.0

Cite this

Thomson, G. A., & Prince, M. (2022). Do engineering students from vocational and academic backgrounds think differently? In M. S. Gudjonsdottir, H. Audunsson, A. M. Donoso, G. Kristjansson, I. Saemundsdottir, J. T. Foley, M. Kyas, A. Sripakagorn, J. Roslof, J. Bennedsen, K. Edstrom, N. Kuptasthien, & R. Lyng (Eds.), Proceedings of the 18th International CDIO Conference, hosted by Reykjavik University, Reykjavik Iceland, June 13-15, 2022. (pp. 809-819). (Proceedings of the International CDIO Conference).

Thomson, Gareth A. ; Prince, Mark. / Do engineering students from vocational and academic backgrounds think differently?. Proceedings of the 18th International CDIO Conference, hosted by Reykjavik University, Reykjavik Iceland, June 13-15, 2022. . editor / Maria Sigridur Gudjonsdottir ; Haraldur Audunsson ; Arkaitz Manterola Donoso ; Gudmundur Kristjansson ; Ingunn Saemundsdottir ; Joseph Timothy Foley ; Marcel Kyas ; Angkee Sripakagorn ; Janne Roslof ; Jens Bennedsen ; Kristina Edstrom ; Natha Kuptasthien ; Reidar Lyng. 2022. pp. 809-819 (Proceedings of the International CDIO Conference).

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title = "Do engineering students from vocational and academic backgrounds think differently?",

abstract = "This work describes an experimental study to try to better understand the natural and previously evolved problem solving strategies used by entrants to undergraduate engineering programmes. New entrants to degree and pre-degree programmes were presented with a range of brain-teaser and practical problems requiring no specific prior knowledge to answer. Some would have unique answers with others being more open ended. Students worked in pairs to solve the problems and their discussions, notes and where relevant physical interactions with props were recorded and observed. The results were then coded and conclusions drawn based on both general approaches and whether particular types of student educational backgrounds influenced their approaches to problem solving.",

keywords = "entry standards, experimental. Standards: 4, 5, 8, 12, Problem solving, qualifications",

author = "Thomson, \{Gareth A.\} and Mark Prince",

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year = "2022",

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Thomson, GA & Prince, M 2022, Do engineering students from vocational and academic backgrounds think differently? in MS Gudjonsdottir, H Audunsson, AM Donoso, G Kristjansson, I Saemundsdottir, JT Foley, M Kyas, A Sripakagorn, J Roslof, J Bennedsen, K Edstrom, N Kuptasthien & R Lyng (eds), Proceedings of the 18th International CDIO Conference, hosted by Reykjavik University, Reykjavik Iceland, June 13-15, 2022. . Proceedings of the International CDIO Conference, pp. 809-819, 18th International CDIO Conference, CDIO 2022, Reykjavik, Iceland, 13/06/22.

Do engineering students from vocational and academic backgrounds think differently? / Thomson, Gareth A.; Prince, Mark.
Proceedings of the 18th International CDIO Conference, hosted by Reykjavik University, Reykjavik Iceland, June 13-15, 2022. . ed. / Maria Sigridur Gudjonsdottir; Haraldur Audunsson; Arkaitz Manterola Donoso; Gudmundur Kristjansson; Ingunn Saemundsdottir; Joseph Timothy Foley; Marcel Kyas; Angkee Sripakagorn; Janne Roslof; Jens Bennedsen; Kristina Edstrom; Natha Kuptasthien; Reidar Lyng. 2022. p. 809-819 (Proceedings of the International CDIO Conference).

Research output: Chapter in Book/Published conference output › Conference publication