Operationalising Jonassen’s design theory of problem solving: exploration of a problem typology scaffold in an introductory aerospace engineering course

This mixed-methods study explores a PBL facilitation model based on Jonassen's design theory of problem solving. Jonassen's theory was operationalised in two different sections of an introductory aerospace engineering course. One was facilitated through problem-typology (PT-section) while the other used no formal scaffold (NPT-section). The impact of the scaffold on students' problem engagement was explored through students' solution artefacts, a pre/post self-efficacy survey and debrief interviews. Results show that PT-section artefacts evidenced more information related to the resolution of problem ill-structuredness and complexity than NPT-section artefacts. PT-section students were also more confident in their problem solutions and their ability to solve similar problems in the future. Two important implications stem from this study. First, a better understanding of how classroom discourse impacts the salience of structuredness and complexity for students is needed. Additionally, developing the technical communication skills of undergraduates is vital for a holistic assessment of their problem-specific reasoning.