期刊名称：Proceedings of the Canadian Engineering Education Association
出版年度：2020
页码：1-8
DOI：10.24908/pceea.vi0.14119
出版社：The Canadian Engineering Education Association (CEEA)
摘要：At the undergraduate level, chemical engineering students must learn how to solve complex problems, but many students fail to apply effective problem-solving techniques taught in fundamental science courses. Because these techniques are not consistently presented and reinforced, instructors and students often interpret poor capabilities in problem solving to misunderstandings of fundamentals or to gaps in mathematical knowledge. In this contribution, a previously proposed concept map aimed at ascribing a common approach to problem solving is further explored in a sequence of two junior-level chemical engineering courses. The difficulties of implementing a common problem-solving approach are discussed, and a hierarchy of problem solving is proposed – based on a combination of learning theories – to structure a problem-solving methodology from junior to senior level as well as toward graduate studies and professional practice. Preliminary results indicate that students benefiting from this structured approach exhibit improved confidence in their problem-solving abilities. The proposed concept map forms the basis of future stages of the project, including curriculum and teaching innovations.
关键词：Problem-solving Skills;Solution Procedure;Chemical Engineering;Junior Level;Curriculum Alignment;Fundamentals of Mass and Energy Balances;Constructivism Theory;Objectivism Learning Theory;Situated Design Cognition;Problem-Based Learning Theory
