As the nature of work significantly transforms over the next several decades, engineering students today will play a major role in building and developing society. Both industry and academia position critical thinking skills and problem-solving abilities as central to the growing needs of developed and developing societies. Consequently, engineers will be paid in the future to solve complex problems. ABET (2021) standards indicate these ill-structured problems or complex engineering problems involve multiple factors outside of standard building codes or equations. Complex or socioscientific problems have no obvious solution pathway, multiple perspectives, and require a well-reasoned and argued solution. Thus, ill-structured problems emerge from situated and societal contexts in which various aspects of the context or problem space are undefined, unspecified, uncertain, or as Chen et al. (2019) describe, 'fuzzy'. Novice learners struggle with the inherent uncertainty embedded at all stages of the problem-solving process. Students need opportunities to grapple with the challenges of real-world problems, including the inherent uncertainties associated with them. In problem-solving situations learners often reject or avoid uncertainty and associated feelings of discomfort because traditional education provides few opportunities to confront these uncertainties in problem solving. Evidence suggests uncertainty becomes a productive or constructive experience when learners are forced to express, contend, grapple with, argue, and negotiate how and what they know with others. Thus, generation of uncertainty, or productive uncertainty, in problem-solving situations facilitates management of ambiguity and complexity through argumentation to, in turn, foster well-informed, confidently argued and supported solutions. The purpose of this study was to develop a framework to guide designers/instructors to facilitate learning using argumentation as a pedagogical tool to manage uncertainty. / Doctor of Philosophy / Work is changing across industries, and students today will play a major role in building the world of tomorrow by solving complex problems. Therefore, industry and education position critical thinking and problem-solving skills as crucial to developing an innovative workforce to prosper in the future. Moreso, engineers will play a major role in using critical thinking and problem-solving skills to solve complex problems. Essentially, engineers will be paid to solve these pressing problems. Complex problems, also known as socioscientific problems, are extremely uncertain - having no apparent solution, requiring multiple perspectives, and arriving at a feasible solution under constraints. Additionally, complex problems are impacted by multiple effects associated with cultural and social contexts, making these problems increasingly more 'fuzzy' or uncertain. Because uncertainty is a key part of complex problem solving, students need chances to grapple with these problems and unavoidable uncertainty, which is too often avoided. Uncertainty creates feelings of discomfort which learners seek to avoid or reduce. However, evidence indicates uncertainty can also be used productively. If students can embrace or learn to work within uncertainty, they can learn to argue, negotiate, reason, and solve problems more effectively. The act of collaboratively arguing, reasoning, sharing perspective, or negotiating (argumentation as a process) holds promise as an overarching practice which allows students to confront and manage uncertainty in problem solving. Therefore, this study aimed to position argumentation as a teaching tool to foster and manage productive moments of uncertainty while solving complex problems. The study resulted in a taxonomy of uncertainty sources and management strategies, and cognitive guidelines for designers and educators to use argumentation as a process to promote and manage uncertainty while learning to solve complex problems.
| Identifer | oai:union.ndltd.org:VTETD/oai:vtechworks.lib.vt.edu:10919/114856 |
| Date | 28 April 2023 |
| Creators | Clark, Rebecca Michelle |
| Contributors | Education, Vocational-Technical, Lockee, Barbara B., Cennamo, Katherine S., Johnson, Alicia Leinaala, Potter, Kenneth R. |
| Publisher | Virginia Tech |
| Source Sets | Virginia Tech Theses and Dissertation |
| Language | English |
| Detected Language | English |
| Type | Dissertation |
| Format | ETD, application/pdf |
| Rights | Creative Commons Attribution-NoDerivatives 4.0 International, http://creativecommons.org/licenses/by-nd/4.0/ |
Page generated in 0.0014 seconds