Effects of Scaffolding Creative Problem-solving Through Question Prompts in Project-based Community Service Learning

Yanhua Cao; Wei Zheng; Jianjun Yin

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Conference: 2015 ASEE Annual Conference & Exposition
Location: Seattle, Washington
Publication Date: June 14, 2015
Start Date: June 14, 2015
End Date: June 17, 2015
ISBN: 978-0-692-50180-1
ISSN: 2153-5965
Conference Session: First-year Programs Division Technical Session 8: Project-based Learning and Cornerstone Courses
Tagged Division: First-Year Programs
Tagged Topic: Diversity
Page Count: 19
Page Numbers: 26.585.1 - 26.585.19
DOI: 10.18260/p.23923
Permanent URL: https://peer.asee.org/23923
Download Count: 465

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Paper Authors

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Wei Zheng Jackson State University

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Dr. Wei Zheng is an associate professor of Civil Engineering at Jackson State University. He received
his Ph.D. in Civil Engineering from University of Wisconsin-Madison in 2001 and has over ten years of
industrial experience. Since becoming a faculty member at JSU in 2005, he has made continuous efforts
to integrate emerging technologies and cognitive skill development into engineering curriculum.

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biography

Yanhua Cao Jackson State University

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Yanhua Cao is an doctoral candidate in Education. He is interested in the research of cyber learning and collaborative learning.

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Jianjun Yin Jackson State University

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Abstract

Effects of Scaffolding Creative Problem Solving through Question Prompts in Project- Based Community Service Learning Abstract This paper is intended to present instructional framework of scaffolding creative problemsolving through question prompts in project-based community service learning, and reportidentified impacts of this framework on students’ learning dispositions and outcomes. Thepresented results are based on processing the available data of last two-year implementations.The participants were freshmen from a historical black university, who were registered in ageneral entry course, University Success that includes a required component of communityservice. The authors recruited participants class sessions of the course University Successthrough collaboration with the course instructors. The participants were divided into onecontrol group and three different intervention groups. Through different delivery methods -traditional lecture, online instruction, and online instruction with e-mailed prompts, theparticipants in the intervention groups were provided with meta-cognitive prompts,procedural prompts, elaboration prompts, and reflective prompts, as well as prompts ofcreative problem solving strategies. While previously published ASEE conference paperreported certain correlation among question prompts, students’ learning process and learningoutcomes of their project-based community service learning, this paper reveals impacts of theintervention on students’ perception on creative problem solving, self-efficacy, identity, andadoption of creativity strategies. It also reveals students’ perception and satisfaction onimplementation of presented framework, the impacts of the prompts on students’ learningprocess and learning outcomes, and the most frequently employed strategies, and comparesthe results of data analysis from different implementation years. The results from dataanalysis indicate that scaffolding creative problem solving through freshmen’s project-basedservice learning can enhance student’s self-efficacy, strategies adoption, and interest inengineering. Among three intervention approaches, the traditional seminar approach tointroducing creative strategies and question prompts can particularly promote students toapply cognitive strategies and questions prompts and enhance their confidence. The onlinelearning of question prompts is more effective in scaffolding students’ learning process andenhancing students’ learning outcomes. The online learning with e-mailed prompts is moreeffective in fostering students’ self-efficacy and methodology learning, and strengtheningstudents’ interest in creativity and engineering, as well as their career identity.

Citation
Format

Zheng, W., & Cao, Y., & Yin, J. (2015, June), Effects of Scaffolding Creative Problem-solving Through Question Prompts in Project-based Community Service Learning Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.23923

TY  - CPAPER
AB  -  Effects of Scaffolding Creative Problem Solving through Question Prompts in Project-                             Based Community Service Learning                                             Abstract    This paper is intended to present instructional framework of scaffolding creative problemsolving through question prompts in project-based community service learning, and reportidentified impacts of this framework on students’ learning dispositions and outcomes. Thepresented results are based on processing the available data of last two-year implementations.The participants were freshmen from a historical black university, who were registered in ageneral entry course, University Success that includes a required component of communityservice. The authors recruited participants class sessions of the course University Successthrough collaboration with the course instructors. The participants were divided into onecontrol group and three different intervention groups. Through different delivery methods -traditional lecture, online instruction, and online instruction with e-mailed prompts, theparticipants in the intervention groups were provided with meta-cognitive prompts,procedural prompts, elaboration prompts, and reflective prompts, as well as prompts ofcreative problem solving strategies. While previously published ASEE conference paperreported certain correlation among question prompts, students’ learning process and learningoutcomes of their project-based community service learning, this paper reveals impacts of theintervention on students’ perception on creative problem solving, self-efficacy, identity, andadoption of creativity strategies. It also reveals students’ perception and satisfaction onimplementation of presented framework, the impacts of the prompts on students’ learningprocess and learning outcomes, and the most frequently employed strategies, and comparesthe results of data analysis from different implementation years. The results from dataanalysis indicate that scaffolding creative problem solving through freshmen’s project-basedservice learning can enhance student’s self-efficacy, strategies adoption, and interest inengineering. Among three intervention approaches, the traditional seminar approach tointroducing creative strategies and question prompts can particularly promote students toapply cognitive strategies and questions prompts and enhance their confidence. The onlinelearning of question prompts is more effective in scaffolding students’ learning process andenhancing students’ learning outcomes. The online learning with e-mailed prompts is moreeffective in fostering students’ self-efficacy and methodology learning, and strengtheningstudents’ interest in creativity and engineering, as well as their career identity.
AU  - Wei Zheng
AU  - Yanhua Cao
AU  - Jianjun Yin
CY  - Seattle, Washington
DA  - 2015/06/14
PB  - ASEE Conferences
TI  - Effects of Scaffolding Creative Problem-solving Through Question Prompts in Project-based Community Service Learning
UR  - https://peer.asee.org/23923
DO  - 10.18260/p.23923
ER  -