Development of a Diagnose-and-Solve Problem for an Aerospace Engineering Classroom: A Design Case in Operationalizing Jonassen’s Design Theory of Problem Solving
DOI:
https://doi.org/10.46328/ijemst.5329Keywords:
Problem-based learning, Aerospace engineering education, Diagnose-and-solve, Problem design, Pedagogical reflectionAbstract
Motivated by challenges faced by faculty to develop “good” problems for engineering classrooms, we report on the development and implementation of a diagnose-and-solve problem for an introductory aerospace engineering course. Our reporting follows the structure of a design case, a genre of scholarly and empirical reporting of the process and product behind the design of a learning experience. The objective is to demonstrate our efforts to operationalize Jonassen’s design theory of problem solving—inclusive of problem typology and characteristics of structuredness and complexity—as a framework to govern problem design and facilitation decisions. We describe the integration of field data from a middle school rocket launch outreach event into a problem-based learning experience for undergraduate aerospace engineers. Using hierarchical task analysis as a pedagogical reflection aid, we discuss important assumptions related to student engagement with the problem from the perspective of the problem designer and facilitator. Reflections on successes and challenges are shared.
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