Complete thesis - Murdoch University

Figure 5.6: Education for RE – Action Research Cycle 2education for engineering is provided in Chapter 3). This demand for a definitive solutionwas linked to an inability to exploit strategies for dealing with an ill-defined domain.These needed to be made explicit within the learning environment.An additional issue identified related to students’ approach to the learning environment – afocus on learning to apply the tools and pass the unit pointed to a surface approach tolearning that could inhibit student transition to the profession. Figure 5.6 provides a visualrepresentation of the Cycle 2.Cycle 2aAgain, the first task was to take the reflections and subsequent findings of Cycle 1 back tothe literature:• what strategies exist to enhance student-centred learning• can these strategies also be used to change student expectation of problem solving asconverging to one ‘correct’ solution• can strategies be applied to focus on deep learning.The perspective that RE is not about solving given problems, but is a discipline that focusseson problem construction through knowledge discovery informs this cycle. This construction224