A Method of Teaching Problem-Solving to Undergraduate Engineering Students

This paper reports the experiences of the staff involved in the design and operation of a method of teaching problem-solving to engineering undergraduates. The method is based upon a loop-type model consisting of a series of clearly identifiable component activities. Although no formal evaluation procedures have been carried out, a range of informal monitoring and evaluative activities have been associated with the development of the model. These have indicated that the model appears to promote the effectiveness of student learning both by it forming a basis for group communication and a focus for teaching methods. Even though the model was originally intended for specific use in the teaching of engineering design, experience has shown that it is suitable as it stands for use in a wider range of problem-solving situations and is readily adaptable for use in other specific cases.