Challenge-Based Instruction Promotes Students' Development of Transferable Frameworks and Confidence for Engineering Problem Solving

Autor/inn/en	Clegg, John R.; Diller, Kenneth R.
Titel	Challenge-Based Instruction Promotes Students' Development of Transferable Frameworks and Confidence for Engineering Problem Solving
Quelle	In: European Journal of Engineering Education, 44 (2019) 3, S.398-416 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0304-3797
DOI	10.1080/03043797.2018.1524453
Schlagwörter	Problem Based Learning; Mastery Learning; Transfer of Training; Self Efficacy; Learner Engagement; Engineering Education; Problem Solving; Biomedicine; College Students; Acceleration (Education); Study Abroad; Foreign Countries; Interdisciplinary Approach; Instructional Effectiveness; Outcomes of Education; Skill Development; Texas (Austin); United Kingdom (Cambridge) + Suchen Sie Ihr Suchwort? Problem-based learning; Problemorientiertes Lernen; Training; Transfer; Ausbildung; Self-efficacy; Selbstwirksamkeit; Ingenieurausbildung; Problemlösen; Biomedizin; Collegestudent; Acceleration; Beschleunigung; Studies abroad; Auslandsstudium; Ausland; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Unterrichtserfolg; Lernleistung; Schulerfolg; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	Challenge-based teaching facilitates students' simultaneous development of content mastery and strategies for applying technical knowledge innovatively. The University of Texas at Austin Department of Biomedical Engineering has offered a challenge-based course on biotransport as an accelerated study-abroad learning experience in Cambridge, England. We used a mixed methods approach to characterize students' learning trajectory, to include technical prowess, problem-solving self-efficacy, and engineering identity throughout the entirety of this course. Students developed problem solving strategies and confidence over the semester and readily transferred their acquired solution framework to technical domains outside of the course subject of biotransport. Students identified challenge-based pedagogies as their preferred methods of classroom instruction, became familiar with corresponding assessments, and identified strongly as practitioners within the engineering field. We believe this illustrative case study provides significant evidence for the effectiveness of challenge-based instruction and can serve as a model for pedagogy-sensitive classroom assessment in engineering. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01