In this paper, we describe a study of the self-reported behaviors and heuristic beliefs of students as they relate to solving homework problems and preparing for problem-solving exams. The purpose of the study is to develop an understanding of our students and to determine if our faculty's assessment of our students in this area is an accurate one. Often times, faculty members think, consciously or unconsciously, that students study and prepare for exams the same way we did and that the primary difference is in intellectual capacity, and this may cause us to teach in ways that do not lead to effective learning. The first phase of the study was reported at the 2002 Frontiers in Education Conference by August, et al1, where the self-reported learning behaviors and heuristic beliefs about learning of students in two technology classes as the Northeastern University were compared with the recommended best practices of the instructors of the course. They pointed out that people develop habits of learning from their experiences through a trial and error learning process, citing Lindsay and Norman, who say that "perhaps the most powerful description of the controlling factor of behavior is the Law of Effect: An action that leads to a desirable outcome is likely to be repeated in similar circumstances." They also mention the discussions on differences in learning styles have become quite common in engineering education circles, and these styles also reflect trusted habits of learning. Combining the concept of The Law of Effect and the notion of differences in learning styles has helped us to understand that students may have different beliefs about how learning takes place and different habits of learning.
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