scholarly journals Componential Theories of Creativity: A Case Study of Teaching Creative Problem Solving

2018 ◽  
Author(s):  
Chris Rennick ◽  
Kenneth McKay
Keyword(s):  
Problem Solving ◽  
Engineering Students ◽  
Specific Knowledge ◽  
Engineering Programs ◽  
First Semester ◽  
Domain Specific ◽  
Domain Specific Knowledge ◽  
Verification Process ◽  
Engineering Pedagogy

Engineering is the discipline of applying scientific and mathematical tools to solve practical problems for society. At the core of a person’s problem-solving abilities is their creativity. This is a preliminary and exploratory theory-based paper summarizing the two most prevalent componential theories of creativity as applied to a case study. These theories outline a set of processes which contribute to a person’s ability to be creative in a domain. The components differ slightly between models, but include: motivation; domain-specific knowledge, skills, and abilities; and cognitive process of creativity including problem finding, ideation, and evaluation.To demonstrate the practical application of these theories to engineering pedagogy, they will be applied to a case study of a 2-day academic hackathon called “Tron Days”. Tron Days guides students through a multi-step modelling and verification process and concludes with teams of students designing and constructing a robotic arm. At the end of the second day, students demonstrated their functioning robotic prototypes. This event has now been run twice for first semester Mechatronics Engineering students, and similar implementations with different problems have been run in seven other engineering programs at the same institution. Each section of this paper will demonstrate the application of componential theories of creativity by drawing connections to the Tron Days event.

scholarly journals Toward Knowledge Management for Smart Manufacturing

2017 ◽  
Vol 17 (3) ◽  
Author(s):  
Shaw C. Feng ◽  
William Z. Bernstein ◽  
Thomas Hedberg ◽  
Allison Barnard Feeney
Keyword(s):  
Knowledge Management ◽  
Design Process ◽  
Process Planning ◽  
Smart Manufacturing ◽  
Specific Knowledge ◽  
Domain Specific ◽  
Domain Specific Knowledge ◽  
Knowledge Objects ◽  
Planning Production

The need for capturing knowledge in the digital form in design, process planning, production, and inspection has increasingly become an issue in manufacturing industries as the variety and complexity of product lifecycle applications increase. Both knowledge and data need to be well managed for quality assurance, lifecycle impact assessment, and design improvement. Some technical barriers exist today that inhibit industry from fully utilizing design, planning, processing, and inspection knowledge. The primary barrier is a lack of a well-accepted mechanism that enables users to integrate data and knowledge. This paper prescribes knowledge management to address a lack of mechanisms for integrating, sharing, and updating domain-specific knowledge in smart manufacturing (SM). Aspects of the knowledge constructs include conceptual design, detailed design, process planning, material property, production, and inspection. The main contribution of this paper is to provide a methodology on what knowledge manufacturing organizations access, update, and archive in the context of SM. The case study in this paper provides some example knowledge objects to enable SM.

Critique: The Case for Instruction in the Use of General Problem-Solving Strategies in Mathematics Teaching: A Comment on Owen and Sweller

1990 ◽  
Vol 21 (5) ◽  
pp. 403-410
Author(s):  
Michael J. Lawson
Keyword(s):  
Problem Solving ◽  
General Problem ◽  
Mathematics Teaching ◽  
Worked Examples ◽  
Specific Knowledge ◽  
Domain Specific ◽  
Domain Specific Knowledge ◽  
Explicit Consideration ◽  
Problem Solving Strategies ◽  
Knowledge And Practice

Owen and Sweller (1989) question the wisdom of recent moves to allocate time in mathematics teaching to instruction in the use of general problem-solving strategies because they doubt that such instruction will help overcome problems in the transfer of learning. According to Owen and Sweller transfer failure is more likely to be the result of a lack of appropriate schema or insufficient automation of rules. They imply that attention allocated to general problem-solving strategies would be more appropriately diverted to instruction concerned with domain-specific knowledge and practice with worked examples and goal-modified problems. Because curricula in several countries are in the process of being modified to incorporate explicit consideration of the nature of general problem-solving strategies, Owen and Sweller's view that the evidence on the efficacy of such instruction is “very sparse” deserves examination.

scholarly journals Software Process Ontology: A case study of software organisations software process sub domains

2019 ◽  
pp. 122-130
Author(s):  
R. O. Oveh ◽  
O. Efevberha-Ogodo ◽  
F. A. Egbokhare
Keyword(s):  
Knowledge Base ◽  
Software Process ◽  
Formal Representation ◽  
Specific Knowledge ◽  
Process Ontology ◽  
Process Knowledge ◽  
Domain Specific ◽  
Domain Specific Knowledge ◽  
Intellectual Knowledge

In a domain like software process that is intensively knowledge driven, transforming intellectual knowledge by formal representation is an invaluable requirement. An improved use of this knowledge could lead to maximum payoff in software organisations which is key. The purpose of formal representation is to help organisations achieve success by modelling successful organisations. In this paper, Software process knowledge from successful organisations was harvested and formally modeled using ontology. Domain specific knowledge base ontology was produced for core software process subdomain, with its resulting software process ontology produced.

‘I’m an expert in me and I know what I can cope with’: Patient expertise in rheumatoid arthritis

2014 ◽  
Vol 10 (3) ◽  
pp. 249-261 ◽  
Author(s):  
Tessa Sanderson ◽  
Jo Angouri
Keyword(s):  
Rheumatoid Arthritis ◽  
Meta Analysis ◽  
Healthcare Systems ◽  
Specific Knowledge ◽  
Active Involvement ◽  
Domain Specific ◽  
Access To Health ◽  
Patient Expertise ◽  
Domain Specific Knowledge ◽  
The Uk

The active involvement of patients in decision-making and the focus on patient expertise in managing chronic illness constitutes a priority in many healthcare systems including the NHS in the UK. With easier access to health information, patients are almost expected to be (or present self) as an ‘expert patient’ (Ziebland 2004). This paper draws on the meta-analysis of interview data collected for identifying treatment outcomes important to patients with rheumatoid arthritis (RA). Taking a discourse approach to identity, the discussion focuses on the resources used in the negotiation and co-construction of expert identities, including domain-specific knowledge, access to institutional resources, and ability to self-manage. The analysis shows that expertise is both projected (institutionally sanctioned) and claimed by the patient (self-defined). We close the paper by highlighting the limitations of our pilot study and suggest avenues for further research.

First-Year Engineering Computing Courses in Canadian Engineering Programs

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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