Problem-solving in an open-ended, peer assessed learning activity

Abstract

Students need to be comfortable applying their (theoretical) knowledge contextually, to an array of open-ended problems, particularly once they transition to the world of work. However, they often battle with this - rather wanting to focus on ‘exam-type’ calculations (without complicating contexts). One route to encourage them to explore open-ended problems is through giving them the choice of topic or problem to solve or analyse. Further, peer learning activities can enhance student engagement and provide a wide array of problems or scenarios for the students to be exposed to. In this work, students were asked to describe the application of fluid mechanics principles in self-selected contextual scenarios. Presentations on their findings were presented to, and assessed by, peers. The students' approaches to the assignment were mapped onto Legitimation Code Theory's epistemic plane, and thereafter compared to problem-solving skills of established engineers. Students who comfortably engaged with knowledge from all four codes in a non-linear fashion, as is typical for engineers with good problem-solving skills, were more likely to have good academic performance. In general, the students found the assignment to be enjoyable - since they were able to pursue their own curiosity (albeit in the context of fluid mechanics!). Further, the peer assessment allowed for both exposure to others' work, but also facilitated a self-reflection on their own performance. The two key ideas presented here (curiosity-driven contextual problem solving, and peer assessment) show significant promise in enhancing students' abilities to face open-ended problems, and may have application in many courses.