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Understanding the Literature on Problem Analysis

This presentation explores the critical importance of problem analysis in engineering, particularly focusing on the interplay between affect and cognitive processes in effective problem-solving. Highlighting how positive affect enhances creative problem-solving abilities, it draws on evidence from various studies, including the Duncker’s Candle Task and medical diagnostics. It also emphasizes the structural aspects of problem-solving, innovative frameworks, and the necessity for incorporating affective phases into engineering education. The insights provided aim to encourage practitioners to adopt these strategies for improved learning outcomes.

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Understanding the Literature on Problem Analysis

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  1. Understanding the Literature on Problem Analysis A look into the role of affect in problem solving frameworks • Albert HuynhCEEA 2014 - Canmore, Alberta

  2. Today’s Presentation Will Cover… 1

  3. Why Problem Analysis? • Required as a CEAB Graduate Attribute • “Identify, formulate, analyze, and solve complex engineering problems” • One of the key takeaways of engineering education • “What do engineers do? Solve problems!” • Big problems to solve • 2

  4. Performance = Cognition + AffectWe largely focus on the former • 3

  5. Appropriate Affect Facilitates Problem Solving • Improved creative problem solving performance • Evidence from Duncker’s Candle Task and Remote Associates Test • Implications for mathematical problem solving • Studies on computational estimation • Potential for improved diagnostic ability • Shown through studies of medical diagnostic processing • Isen, A.M., Daubman, K.A. Nowicki, G.P., Positive Affect Facilitates Creative Problem Solving. J. of Personality and Social Psych. 1987:52(6):1122McLeod D.B., Adams V.M. Affect and Mathematical Problem Solving: A New Perspective, Springer; 1989Young, M.J., Isen, A.M., Estrada, C.A., Positive Affect Facilitates Integration of Information and Decreases Anchoring in Reasoning among Physicians, Org. Behavior and Human Decision Processes. 1997:72(1):117-135 • 4

  6. Problem Solving Structure • e.g. Ideation Methods, Decision Matrix • e.g. Self-reflection 5

  7. McMaster Problem Solving (MPS) Strategy • Woods, DR., Problem-based Learning: How to Gain the Most from PBL, Woods, Waterdown, ON, 1994. 6

  8. Frameworks of the Future • Acknowledge the need for affective phases • Identify appropriate tools for effective practice • Implementation and testing lies on practitioners of engineering education • 7

  9. Further Reading • Affect and Problem Solving • McLeod, D.B., Adams, V.M. Affect and Mathematical Problem Solving: A New Perspective • Problem Solving Frameworks • Woods, D.R. An evidence-based strategy for problem solving. J. for Engr. Educ. 2000:89(4):443-459 • McMaster Problem Solving Program • http://chemeng.mcmaster.ca/mcmaster-problem-solving-mps-program • 8

  10. Thanks! Questions?Email: albert.huynh@utoronto.ca

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