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Practicing engineers are hired, retained, and rewarded for solving problems, so engineering students should learn how to solve workplace problems. Workplace engineering problems are substantively different from the kinds of problems that engineering students most often solve in the classroom; therefore, learning to solve classroom problems does not necessarily prepare engineering students to solve workplace problems. These qualitative studies of workplace engineering problems identify the attributes of workplace problems. Workplace problems are ill‐structured and complex because they possess conflicting goals, multiple solution methods, non‐engineering success standards, non‐engineering constraints, unanticipated problems, distributed knowledge, collaborative activity systems, the importance of experience, and multiple forms of problem representation. Some implications for designing engineering curricula and experiences that better prepare students for solving workplace problems are considered. 相似文献
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Kees Dorst 《Design Studies》2011,32(6):521-532
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本文详细地描述了一个基于知识的发动机诊断系统KBSED,它是一个集故障诊断、状态识别与监视和维修咨询为一体的基于知识的多任务信息处理系统;讨论了基于知识的发动机诊断问题的性质和求解策略;讨论了发动机系统的故障产生机理和三种主要的诊断知识源;在此础基上,本文还详细地讨论了该诊断系统的总体结构和功能以及有关的实现技术。 相似文献
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Sarah E. Zappe 《工程教育杂志》2010,99(4):337-353
Background Even as expectations for engineers continue to evolve to meet global challenges, analytical problem solving remains a central skill. Thus, improving students' analytical problem solving skills remains an important goal in engineering education. This study involves observation of students as they execute the initial steps of an engineering problem solving process in statics. Purpose (Hypothesis ) (1) What knowledge elements do statics students have the greatest difficulty applying during problem solving? (2) Are there differences in the knowledge elements that are accurately applied by strong and weak statics students? (3) Are there differences in the cognitive and metacognitive strategies used by strong and weak statics students during analysis? Design /Method These questions were addressed using think‐aloud sessions during which students solved typical textbook problems. We selected the work of twelve students for detailed analysis, six weak and six strong problem solvers, using an extreme groups split based on scores on the think‐aloud problems and a course exam score. The think‐aloud data from the two sets of students were analyzed to identify common technical errors and also major differences in the problem solving processes. Conclusions We found that the weak, and most of the strong problem solvers relied heavily on memory to decide what reactions were present at a given connection, and few of the students could reason physically about what reactions should be present. Furthermore, the cognitive analysis of the students' problems solving processes revealed substantial differences in the use of self‐explanation by weak and strong students. 相似文献
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David H. Jonassen Demei Shen Rose M. Marra Young‐Hoan Cho Jenny L. Lo Vinod K. Lohani 《工程教育杂志》2009,98(3):235-254
Learning to solve ethical problems is essential to the education of all engineers. Engineering ethics problems are complex and ill structured with multiple perspectives and interpretations to address in their solution. In two experiments, we examined alternative strategies for engaging ethical problem solving. In Experiment 1, students studied two versions of an online learning environment consisting of everyday ethics problems. Students using question hypertext links to navigate applied more perspectives and canons and wrote stronger overall solutions to ethics problems than those using embedded hypertext links. In Experiment 2, students engaged in a more generative task, evaluating alternative arguments for solutions to the cases or generating and supporting their own solutions. Both groups better supported their solutions and generated more counterclaims than control students. These studies focused on solving realistic case‐based ethics problems as an effective method for addressing ABET's ethics criteria. 相似文献
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This study presents an experimental investigation dealing with the support value of sketching activity in the early stages
of the design process. The main focus is the process of sketching, including the sketching activity and the simultaneous use
of the produced sketches. Sketching has a positive impact on the quality of the designed solution and on the individual experience
of the design process. The quality of the solution concepts increases from entirely mental design problem solving without
external support over partly supported to completely supported problem solving. On the basis of a representative case, the
procedure of sketching and the activities performed while generating a design solution are analysed. A continuous change between
internal mental and external materializing activities can be seen in the design process.
Electronic Publication 相似文献
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本文首先论述了数学建模融入大学数学教学的内容、模式、意义、目的、必要性与可能性，然后举例说明设计并作了具体的实践的具有财经类院校特点的教学单元、案例、章节。 相似文献
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Current concerns over reforming engineering education have focused attention on helping students develop skills and an adaptive expertise. Phenomenological guidelines for instruction along these lines can be understood as arising out of an emerging theory of thinking and learning built on results in the neural, cognitive, and behavioral sciences. We outline this framework and consider some of its implications, such as developing a more detailed understanding of the specific skill of using mathematics in modeling physical situations. This approach provides theoretical underpinnings for some best‐practice instructional methods designed to help students develop this skill and provides guidance for further research in the area. 相似文献
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This article analyses the use of a grid-based genetic algorithm (GrEA) to solve a real-world instance of a problem from the telecommunication domain. The problem, known as automatic frequency planning (AFP), is used in a global system for mobile communications (GSM) networks to assign a number of fixed frequencies to a set of GSM transceivers located in the antennae of a cellular phone network. Real data instances of the AFP are very difficult to solve owing to the NP-hard nature of the problem, so combining grid computing and metaheuristics turns out to be a way to provide satisfactory solutions in a reasonable amount of time. GrEA has been deployed on a grid with up to 300 processors to solve an AFP instance of 2612 transceivers. The results not only show that significant running time reductions are achieved, but that the search capability of GrEA clearly outperforms that of the equivalent non-grid algorithm. 相似文献
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Engineering as a profession faces the challenge of making the use of technology ubiquitous and transparent in society while at the same time raising young learners' interest and understanding of how technology works. Educational efforts in science, technology, engineering, and mathematics (i.e., STEM disciplines) continue to grow in pre‐kindergarten through 12th grade (P‐12) as part of addressing this challenge. This article explores how engineering education can support acquisition of a wide range of knowledge and skills associated with comprehending and using STEM knowledge to accomplish real world problem solving through design, troubleshooting, and analysis activities. We present several promising instructional models for teaching engineering in P‐12 classrooms as examples of how engineering can be integrated into the curriculum. While the introduction of engineering education into P‐12 classrooms presents a number of opportunities for STEM learning, it also raises issues regarding teacher knowledge and professional development, and institutional challenges such as curricular standards and high‐stakes assessments. These issues are considered briefly with respect to providing direction for future research and development on engineering in P‐12. 相似文献