The Pattern of Epistemological Belief in Design among Engineering Students

Abstract

This study was geared toward identifying the pattern of epistemological belief in design among engineering students enrolled in one of the research universities in Malaysia. To this end, data collection was carried out by employing an adapted instrument of a Likert-type questionnaire with five scales consisting of 68 items. Then, 120 engineering students from several engineering disciplines, such as electrical engineering, mechanical engineering, and civil engineering, were selected from the overall population of Universiti Teknologi Malaysia to determine their epistemological beliefs on design. According to the literature, six dimensions of beliefs were commonly perceived. The students were to describe their beliefs about design knowledge and the nature of knowing and learning design, including the source of knowledge, the certainty of knowledge, structure of knowledge, speed of knowledge acquisition, innate ability of personal and general knowledge, and real-world applicability of knowledge. The study's findings revealed that the epistemological beliefs of engineering students in each dimension yielded a difference across varying engineering majors.

Incidencia del sistema de creencias de los estudiantes de Ingeniería, en el aprendizaje de las matemáticas y rendimiento académico, universidad estatal Mazónica Ecuador, año 2023

“…De esto se puede inferir una falta de exposición suficiente de actividades de resolución de problemas en el entorno educativo. La relevancia del estudio que se realiza se sustenta en las consideraciones de Daud et al (2022), cuando plantea que la identificación de patrones de creencias en los estudiantes de ingeniería es fundamental para mejorar su rendimiento académico; y en Beswick (2019) En el estudio realizado en esta investigación se obtuvo una coherencia interna de las respuestas resultantes del cuestionario aplicado, lo cual indica una medición consistente del constructo. Fiorella et al (2021), también lograron similar consistencia en un cuestionario de motivación matemática para alumnos de secundaria.…”