Session S28a (Monday, 9:30am, Wartik 108)

P199: Stopping the rot: Using open-ended problems to drive understanding and engagement

Tina Overton (University of Hull, UK)

Our previous study has shown that algorithmic problem solving is well rewarded in degree scores and that open-ended problem solving requires a different set of intellectual skills and remains largely unrewarded in assessment schemes. This paper explores our approach to embedding open-ended activities in the curriculum, its affect on student motivation and skills. We also discuss  a phenomenographic study that exposed the limited number of different approaches to problem solving ‘observed within undergraduates and how these correlated to their differing cognitive styles.


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