Understanding the Effect of Scaffolding on Introductory Ill-Defined Problems in Engineering Education

This full research paper examines the effect of scaffolding on students' engagement with engineering judgment while solving an open-ended modeling problem (OEMP) during an introductory statics course. While traditional engineering coursework involves well-structured homework problems, research shows that open-ended design problems offer opportunities for students to develop fluency in problem solving and practice the use of engineering judgment. However, the transition from traditional, well-structured problems to OEMPs can be difficult for students, highlighting the critical role of scaffolding in introductory OEMP design [1]. In this paper, we interviewed the professor who created and assigned the OEMP to understand the goals of the scaffolding. Next, we analyzed the OEMP written assignment for scaffolding that elicits the use of engineering judgment and statics concepts. Using both data sources, the professors goals and assignment analysis, we coded a video transcript of collaborative work sessions from a group of students as they worked through the OEMP for engineering judgment and identified if students used the correct static concepts in their discussion. The implications of the paper revolve around identifying the level and type of scaffolding that initiates engagement in engineering judgment and statics course material, as well as strategies for improving scaffolding of open-ended problems. These insights aim to assist educators by highlighting effective scaffolding techniques that better align professors goals with the student takeaways.