Simon Li
Biographic Data
| ID | 8902980 |
|---|---|
| NAME | Simon Li |
| GIVEN NAMES | Simon |
| FAMILY NAME | Li |
| SIGNATURE | LI S |
| AFFILIATIONS | University of Calgary |
| ORCID | 0000-0002-8819-5222 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Self-perceived imagination and conceptual problem solving in engineering dynamics
This study investigates the thinking modes employed by students when they solve conceptual problems in engineering dynamics, with a focus on the role of imagination. It explores whether students self-report using imagination, how thinking modes are associated with problem-solving success, and how students’ scores are related to their learning preferences. Data were collected through self-reported surveys that contain conceptual problems, selectio…
A Conceptual Framework on Imaginative Education-Based Engineering Curriculum
Team dynamics feedback for post-secondary student learning teams
Team-based learning is recognized as an important opportunity for teamwork skill development, experiential learning, and learning from peers. However, team-based learning presents many challenges. One important challenge involves the accurate, reliable and valid assessment of team health. With such diagnostics, students could receive formative feedback and engage in meaningful goal setting, adjustment and action planning. Moreover, instructors co…
No prominent works on this page.
Team dynamics feedback for post-secondary student learning teams
Team-based learning is recognized as an important opportunity for teamwork skill development, experiential learning, and learning from peers. However, team-based learning presents many challenges. One important challenge involves the accurate, reliable and valid assessment of team health. With such diagnostics, students could receive formative feedback and engage in meaningful goal setting, adjustment and action planning. Moreover, instructors co…
A Conceptual Framework on Imaginative Education-Based Engineering Curriculum
Self-perceived imagination and conceptual problem solving in engineering dynamics
This study investigates the thinking modes employed by students when they solve conceptual problems in engineering dynamics, with a focus on the role of imagination. It explores whether students self-report using imagination, how thinking modes are associated with problem-solving success, and how students’ scores are related to their learning preferences. Data were collected through self-reported surveys that contain conceptual problems, selectio…
Pedagogy (2 works) · Psychology (2 works) · Applied Psychology (1 work) · Biomedical and Engineering Education (1 work) · Chaos, Complexity, and Education (1 work) · Cognition (1 work) · Conceptual change (1 work) · Conceptual framework (1 work) · Creativity in Education and Neuroscience (1 work) · Criticism (1 work)