Characterization of Problem Types in a Statics Textbook

In this Work in Progress Research paper we present preliminary results on analysis of the problems present in a common engineering textbook. In order to transition students from novice to expert problem solving, they must have practice solving problems that are typical of engineering practice, i.e. ill-structured and complex. While it is generally believed that classroom problems are for the most part closed-ended and not complex, there is no work in the literature to confirm this belief. In order to address this gap, we analyzed the types of problems present in a commonly used statics textbook, using Jonassen's well-known typology. Our findings show that almost all of the problems are algorithmic, with a few rule-based and story problems. There were no problems with higher levels of ill-structuredness, such as decision-making, diagnosis-solution, or design problems. Some educators may believe that because statics is an introductory level class, it is appropriate to only present well-structured problems. We argue that it is both possible and necessary to include ill-structured problems in classes at all levels. Doing so could potentially support students' critical transition from novice to expert problem solvers.