Are there problems with academic problems? Examining problem types in two statics engineering textbooks

Document Type

Article

Publication Date

1-1-2025

Abstract

A common distinction in engineering problems is classifying them as well-structured or ill-structured. It is assumed that classroom problems are well-structured while workplace problems are ill-structured. However, we cannot find empirical data to confirm or deny the claim that the bulk of classroom problems are well-structured. This research characterised 3,387 end-of-chapter problems presented in two engineering statics textbooks. Our data revealed that 99% of all problems were algorithmic, requiring a solution that was either numeric or an expression 92% of the time. Additionally, our analysis of pictorial representations (useful for cognitive scaffolding) revealed mixed results: while modeling was frequently used and beneficial, affordances were inconsistently applied, and embodiments were rarely employed. Even in foundational statics courses, students could benefit from exposure to a greater variety of problem types and cognitive scaffolding, providing students with opportunities to become more familiar with and better prepared for the nature of workforce problems.

Publication Title

European Journal of Engineering Education

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