2026 ASEE Annual Conference & Exposition
The Ability to Solve Realistic Problems is a Competency that Should Be Scaffolded
Presented at Mechanics Division (MECHS) Technical Session 4
Building upon previous work that examined the relationship between problem abstraction, student problem-solving self-efficacy (PSSE), and course performance in a sophomore-level civil engineering statics course, this study further develops a framework for measuring problem representation abstraction and investigates its pedagogical implications. In engineering problem solving, abstraction is the cognitive process by which students transform complex real-world systems into simplified, solvable representations. However, this higher-order thinking is not fostered by existing curricula. A recent review of civil engineering textbook problems found that less than 2% of all problems were ill-structured and that all textbook problems required only algorithmic or logical cognitive processes.
Real-world problems present students with complex or ambiguous representations. From these representations, students must then engage in higher-order thinking about the problem and their existing knowledge to proceed with a solution. To translate a real, complex system into a mathematically tractable problem, decisions must be made about appropriate simplifications and assumptions about the system. This process engages meta-cognitive processes that, without sufficient domain knowledge, can be difficult for students to engage in. In addition, this ambiguity creates the possibility of multiple valid solution paths, which increases students’ uncertainty in conducting problem-solving. This introduces a tension: real-world problems are necessary to formulate abstract and critical thinking skills, but they also introduce the possibility of ill-structured problems and student frustration. To reap the benefits of this problem type, the course must scaffold these problems and provide support structures for students.
Based on this background information, the statics course was redesigned to include real-world problem contexts, with additional interventions and reorganization of class material to support student learning through problem abstraction. Results from comparisons across course iterations indicate increased confidence in tackling less abstracted, real-world problems, as measured by PSSE and Focus Group responses. This work contributes to the understanding of abstraction as both a measurable construct and a teachable engineering skill. The abstraction rating scale, first proposed in previous work, has been iterated upon to provide consistent ratings and to fit within existing constructs of structuredness and complexity as proposed by Jonassen. By better understanding what abstraction is and providing a rubric for measuring it, this study provides evidence that targeted interventions, enabled by regular student feedback tied to course material, can improve both student confidence and performance in complex, real-world engineering problem solving.
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Margaret Ann Bolick Clemson University [biography]
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Dr. Sarah Otterbeck Clemson University [biography]
The full paper will be available to logged in and registered conference attendees once the conference starts on June 21, 2026, and to all visitors after the conference ends on June 24, 2026