Salt Lake City, Utah
June 23, 2018
June 23, 2018
July 27, 2018
Diversity and NSF Grantees Poster Session
This paper is aimed to explore the follow-up effect of scaffolding for Creative Problem Solving (CPS) through question-prompts in project-based community service learning implemented in a freshmen’s entry-level course on participants’ learning in their subsequent STEM courses. Research subjects are those students who have participated in the required community service learning with the Scaffolding for Creative Problem Solving from a historical black university. During they conducted their community service learning in their freshman year, those students were facilitated with question prompts on self-regulated learning and creative problem solving, which served as the scaffolding for Creative Problem Solving and included metacognitive prompts, procedural prompts, elaboration prompts, and reflective prompts, as well as prompts for creative problem solving strategies. At least one year later after they participated in the community service learning with the scaffolding, 64 students among those participated were recruited for interview to explore the follow-up effect of Scaffolding for Creative Problem Solving. The finings from the interview reveal that students have adopted some strategies of self-regulated learning and creative problem solving and deem the benefits from applying those strategies for their subsequent STEM studies. However, the extent to which students applied these strategies is not very satisfactory as indicated by the lower percentage of application of these strategies, implying that there is still a potential for improving students’ learning by making efforts for prompting students’ application of these strategies through adopting novel instructional strategies in STEM courses. The limitations of current findings and suggestion for future research are discussed as well.
Zheng, W., & Yuan, Y., & Yan, J., & Allison, J. R., & Yin, J. (2018, June), Board 166: Exploring Follow-up Effect of Scaffolding for Creative Problem Solving through Question Prompts in Project-based Community Service Learning Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. https://peer.asee.org/29971
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2018 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015