IDEA: An Alternative for Learning Problem Solving in the Course of Mechanics for Engineering Students at FICA

"Why do we study limits?" "How would I calculate 7π/4 without a calculator?" "There are several trigonometric formulas, how can I memorize them?" These are a few of the frequent questions asked by engineering students who seek the help of the Learning Strategist, a professional who advises students on academic skills. Attempting to memorize formulas and problem solutions without understanding their origin is common among engineering students. Consequently, students often disregard or are unaware of how formulas are derived, and they do not allocate time to find patterns that connect these formulas to the concepts they are learning in class. Investing time to study the origin and assumptions underlying formulas can be rewarding yet this process has a steep learning curve. Once mastered, understanding the derivation of commonly used formulas and mathematical patterns saves students’ energy and time by giving them tools to quickly solve difficult engineering problems. In this paper, we demonstrate the process of problem-solving and pattern finding through a fun activity that can be utilized in lectures or tutorials to create in students an appreciation of the basics. The activity shows the importance of finding and understanding patterns and how to extend these findings into solutions. Through recognition of patterns, students can develop higher order thinking skills and the ability to derive formulas from their skeletal form. The goal of this project is to investigate the impact of instructors including pattern finding activities within their classrooms.

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Case study of enquiry-based learning designed for rotating magnetic fields in electric machinery course

International Journal of Electrical Engineering Education ◽

10.1177/0020720917694653 ◽

2017 ◽

Vol 54 (4) ◽

pp. 341-353 ◽

Cited By ~ 8

Author(s):

Liu Huijuan ◽

Zhang Zhenyang ◽

Song Tengfei

Keyword(s):

Problem Solving ◽

Engineering Education ◽

Teaching And Learning ◽

Engineering Students ◽

Learning Problem ◽

Rotating Magnetic Fields ◽

Electric Machinery ◽

Teachers And Students ◽

Positive Support

This paper describes a case study of enquiry-based learning to teach problem solving, innovation, group working, and presentation skills for electrical engineering students in electric machinery course at Beijing Jiaotong University. The research project is designed by teachers and students go through three processes: project-based teaching and learning, problem-based derivation and simulation, and enquiry-based presentation. The multidiscipline project is innovated to meet the requirements of engineering education while keeping its traditional effectiveness in driving students to apply knowledge to practice and problem solving. The feedback from students shows positive support for the innovations.

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PERBEDAAN PENINGKATAN KETERAMPILAN BERPIKIR KRITIS SISWA PADA MATERI TERMOKIMIA MELALUI PEMBELAJARAN GROUP DAN INDIVIDUAL PROBLEM SOLVING

Jurnal Dinamika Pendidikan ◽

10.33541/jdp.v9i2.342 ◽

2017 ◽

Vol 9 (2) ◽

pp. 99

Author(s):

St Fatimah Azzahra

Keyword(s):

Critical Thinking ◽

Problem Solving ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Control Group ◽

Learning Problem ◽

Group Problem ◽

Control Group Design ◽

Group Design ◽

Group Problem Solving

ABSTRACTThis research is aimed to know the differences increase critical thinking skills through learning group and individual problem solving in thermochemical material. This research uses a quasi-experimental design with nonequivalent control group design and study sample consisted of 103 students, divided into the first experimental (group problem solving) (35 students), the two group experimental (individual problem solving) (34 students). The collected through pretest-posttest. The analyzed with the Kruskal Wallis test, the results showed that the learning problem solving as a group or individually can improve students’ critical thinking skills. Statistical test there are significant differences in the students critical thinking skills thermochemical material between students who received group and individual problem solving. Critical thinking skills improvement with problem solving individual learning higher compared with group learning problem solving.Keywords: problem solving learning, critical thinking skillsABSTRAKPenelitian ini bertujuan untuk mengetahui perbedaan peningkatan keterampilan berpikir kritis siswa melalui pembelajaran group dan individual problem solving pada materi termokimia. Penelitian ini menggunakan metode quasi experimen dengan desain Nonequivalent Control Group Design dan sampel penelitian ini terdiri dari 103 siswa yang terbagi ke dalam kelompok eksperimen pertama (pembelajaran group problem solving) (35 siswa), kelompok eksperimen kedua (pembelajaran individual problem solving) (34 siswa).Pengumpulan data dilakukan melalui pretest-posttest. Data dianalisis dengan uji Kruskal Wallis Test, hasil penelitian menunjukkan bahwa pembelajaran problem solving secara group maupun secara individual dapat meningkatkan keterampilan berpikir kritis siswa. Data uji statistik, terdapat perbedaan yang signifikan keterampilan berpikir kritis siswa pada materi termokimia antara siswa yang mendapat pembelajaran group problem solving dan individual problem solving. Peningkatan keterampilan berpikir kritis dengan pembelajaran individual problem solving lebih tinggi dibandingkan dengan pembelajaran group problem solving.Kata Kunci: Pembelajaran Problem Solving, Keterampilan Berpikir Kritis

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Penerapan Model Pembelajaran Problem Based Learning dalam Pembelajaran Matematika di Kelas VIII SMPN 28 Padang

Math Educa Journal ◽

10.15548/mej.v1i2.29 ◽

2017 ◽

Vol 1 (2) ◽

pp. 225-236

Author(s):

Andi Susanto ◽

Sony Ariadi

Keyword(s):

High School ◽

Problem Solving ◽

Junior High School ◽

Problem Based Learning ◽

Average Score ◽

Control Group ◽

Learning Problem ◽

Math Ability ◽

Class Viii ◽

Randomized Control

This reseach is aimed at knowing the students ability in both solving the math problem and connection those who are taught by Problem Based Learning at class VIII of the Junior High school 28 Padang 2017/2018. This research is categorized as quasy Experimental Research, by using Randomized Control Group Only Design. After implementing the Problem Based Leaning, the student was directly given the test as the result showed that the score of the student who belong to the experimental class in problem solving recorded as 74,00 while those who were in the control class only refers to 72,30. The test average score on the experimental class in term of math connection ability was 68,73; while in the control class recorded as 62,43. The T- Test showed that T-Table equals to 1,64 with the degree of reliability 95% . This fact reveals that the students’ ability in solving the problem after being taught through Problem Based Learning is higher than in control class with T-count equals to 3,71; while their connection math ability through Problem Based Learning Model in the Experimental Class is higher than control with T-count 2.17.Keywords: Problem Based Learning, problem solving, mathematics connection

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First-Year Engineering Computing Courses in Canadian Engineering Programs

Proceedings of the Canadian Engineering Education Association (CEEA) ◽

10.24908/pceea.v0i0.4635 ◽

1969 ◽

Author(s):

Sean Maw ◽

Janice Miller Young ◽

Alexis Morris

Keyword(s):

Problem Solving ◽

Engineering Students ◽

Expected Value ◽

Knowledge Development ◽

First Year ◽

Recent Past ◽

Engineering Programs ◽

Digital Computation ◽

Pedagogical Philosophies ◽

Introductory Computing

Most Canadian engineering students take a computing course in their first year that introduces them to digital computation. The Canadian Engineering Accreditation Board does not specify the language(s) that can or should be used for instruction. As a result, a variety of languages are used across Canada. This study examines which languages are used in degree-granting institutions, currently and in the recent past. It also examines why institutions have chosen the languages that they currently use. In addition to the language used in instruction, the types and hours of instruction are also analyzed. Methods of instruction and evaluation are compared, as well as the pedagogical philosophies of the different programs with respect to introductory computing. Finally, a comparison of the expected value of this course to graduates is also presented. We found a more diverse landscape for introductory computing courses than anticipated, in most respects. The guiding ethos at most institutions is skill and knowledge development, especially around problem solving in an engineering context. The methods to achieve this are quite varied, and so are the languages employed in such courses. Most programs currently use C/C++, Matlab, VB and/or Python.

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