For many years researchers have explored how the differences between novices and experts might show engineering educators’ techniques for improving the problem solving abilities of their students. Whilst it is often appreciated that knowledge and experience have a large influence on problem solving ability, it is not feasible to develop these fully in a three or four year degree course. There are, however, a number of other capacities relating to problem solving process skills that can be usefully developed, such as strategy, attitude and motivation.
This paper provides a summary of earlier research and presents findings from a series of 25 interviews to explore the differences between novice students and expert professional engineers. The interviews consider both problem solving and the concept of creativity within engineering