Comparative study of engineering problem-solving models

Models of the cognitions used by engineering students to solve problems have always been a part of engineering education. Many, such as the engineering mechanics model (select free-body, draw vector diagram, write equilibrium equations, and solve equilibrium equations), have been part of the introduction of students to engineering topics for a long time. More recently, student problem-solving processes are being reexamined with an eye towards a deeper understanding of the student problem-solving process and developing new approaches to student problem-solving that develop engineering insight, conceptual knowledge, critical examination, and reflective thinking skills. Several of the more recent problem-solving models reported in the engineering and science education literature are dissected and compared in this paper. This comparison indicates that the motivation, definition, exploration, planning, execution, checking, and generalization model of Wankat and Oreovicz is general enough to accommodate most of the elements (but, not necessarily all) of the other models. When properly implemented, this model also contributes to the development of the additional thinking skills required of modern engineers.