The overall research question for this project is: What factors contribute to undergraduate engineering students’ ability to solve open-ended engineering problems? In order to answer this general question, we have four specific questions:
A1. To what level does students’ epistemic beliefs regarding the nature of knowledge account for ability to solve open-ended problems?
A2. To what level does working memory account for ability to solve open-ended problems?
B1. How do students describe the role of ambiguity in their decision-making processes during problem solving?
B2. What assumptions and beliefs guide the students’ responses to ambiguity and to their overall problem-solving processes?