TY - GEN
T1 - Assessing the Demand of Problems in an Undergraduate Electrical Engineering Course
AU - Rivera-Reyes, Presentacion
AU - Perez, Lance C.
AU - Delahunty, Thomas
N1 - Funding Information:
This paper is based upon work supported by the National Science Foundation under Grant No.1348632. Any opinion, findings, and conclusions or recommendations expressed in this paper are those of the authors and do not necessarily reflect the views of the National Science Foundation.
Funding Information:
ACKNOWLEDGMENT This paper is based upon work supported by the National Science Foundation under Grant No.1348632. Any opinion, findings, and conclusions or recommendations expressed in this paper are those of the authors and do not necessarily reflect the views of the National Science Foundation.
Publisher Copyright:
© 2018 IEEE.
PY - 2018/7/2
Y1 - 2018/7/2
N2 - This paper describes a study to assess the demand of problems posed in undergraduate electrical engineering courses. This is part of a larger study to examine the gap between the demand of problems and the types of reasoning students use when attempting to solve them. The analysis uses a two-dimensional taxonomy table consisting of rows and columns that define cognitive processes and categories of knowledge, respectively. The cognitive process dimension (i.e., the rows of the table) contains six categories: remember, understand, apply, analyze, evaluate, and create. The knowledge dimension (i.e., the columns of the table) contains four categories: factual, conceptual, procedural, and metacognitive. Preliminary results suggest that the proposed two-dimension analysis can be successfully used to characterize the demand of electrical engineering problems.
AB - This paper describes a study to assess the demand of problems posed in undergraduate electrical engineering courses. This is part of a larger study to examine the gap between the demand of problems and the types of reasoning students use when attempting to solve them. The analysis uses a two-dimensional taxonomy table consisting of rows and columns that define cognitive processes and categories of knowledge, respectively. The cognitive process dimension (i.e., the rows of the table) contains six categories: remember, understand, apply, analyze, evaluate, and create. The knowledge dimension (i.e., the columns of the table) contains four categories: factual, conceptual, procedural, and metacognitive. Preliminary results suggest that the proposed two-dimension analysis can be successfully used to characterize the demand of electrical engineering problems.
KW - Abstraction
KW - Demand of problems
KW - Electrical engineering
KW - Problem solving
KW - Undergraduate research
UR - http://www.scopus.com/inward/record.url?scp=85063541335&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85063541335&partnerID=8YFLogxK
U2 - 10.1109/FIE.2018.8659058
DO - 10.1109/FIE.2018.8659058
M3 - Conference contribution
AN - SCOPUS:85063541335
T3 - Proceedings - Frontiers in Education Conference, FIE
BT - Frontiers in Education
PB - Institute of Electrical and Electronics Engineers Inc.
T2 - 48th Frontiers in Education Conference, FIE 2018
Y2 - 3 October 2018 through 6 October 2018
ER -