Abstract
The difficulties encountered by engineering students in employing their prior knowledge for proffering solutions to situations different from those studied in class could be attributed to their inability to organise their knowledge for facilitation, retrieval and application. This study explores how instructional scaffolds assisted the participants in developing concept maps for problem solving and reflective learning ability in strength of materials module. Data from participants' personal learning journals; groups' concept maps; video recording and natural observation of collaborative discussions and interviews were collected for evaluation of the attainment of the research objective. Analysis of the data outcomes from this study revealed that the development of instructional scaffolds helped the participants to become more aware of the strength of materials concepts. Copyright © 2017 Authors' names.
| Original language | English |
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| Publication status | Published - 2017 |