Self-perceived imagination and conceptual problem solving in engineering dynamics
Bibliographic Data
| ID | 22414907 |
|---|---|
| Authors | Mohammad Jahedul Hoque Shahin (University of Calgary), Simon Li (0000-0002-8819-5222, University of Calgary, corresponding author), Ahmad Ghasemloonia (0000-0003-2646-0630, University of Calgary), Roes Arief Budiman (University of Calgary) |
| Year | 2026 |
| Pages | 1-17 |
| Publication date | 2026-04-26 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | European Journal of Engineering Education (JOURNAL) |
| Journal identifiers | ISSN: 0304-3797 • E-ISSN: 1469-5898 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/03043797.2026.2662337 |
| OpenAlex | W7155703522 |
| Language | EN |
| References cited | 40 |
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, selection of thinking modes and opinion questions (n = 111). In the findings, 44.1% of total instances using the ‘Imagine’ thinking mode, which was associated with the highest rate of correct answers (73.5%). Students who could moderately engage imagination with other thinking modes tended to be associated with higher scores. High-score participants tended to prefer lectures, whereas more low-score participants preferred online resources. With the relevance of imagination in conceptual understanding, future research should investigate the cognitive processes of imagination and other thinking modes through qualitative research and modified survey instruments.
Cognition · Conceptual change · Engineering education · Science and engineering · Teaching method · Chaos, Complexity, and Education · Creativity in Education and Neuroscience · Science Education and Pedagogy
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| Highly cited | No |
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