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Board 166: Exploring Follow-up Effect of Scaffolding for Creative Problem Solving through Question Prompts in Project-based Community Service Learning

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Conference

2018 ASEE Annual Conference & Exposition

Location

Salt Lake City, Utah

Publication Date

June 23, 2018

Start Date

June 23, 2018

End Date

July 27, 2018

Conference Session

NSF Grantees Poster Session

Tagged Topics

Diversity and NSF Grantees Poster Session

Page Count

34

Permanent URL

https://peer.asee.org/29971

Download Count

56

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Paper Authors

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Wei Zheng Jackson State University

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Dr. Wei Zheng is a 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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Ye Yuan Nantong University

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Jing Yan Nanjing Forestry University

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Dr. Yan is an assistant professor of Foreign Language Institute at Nanjing Forestry University, and she got her Ph.D. degree in Jackson State University with a constant interest in developing and implementing best practices in STEM education and language acquisition.

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Justin R. Allison

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Justin Allison, Ph. D. is currently an Adjunct Professor in the Department of Computer Science at Jackson State University. His research interests include instructional design, educational technology, educational psychology, and distance education.

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biography

Jianjun Yin Jackson State University

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Jianjun Yin, Ph.D, is Professor of Education in the Department of Elementary and Early Childhood Education at Jackson State University. He has extensive experiences and expertise working with both pre-service and in-service teachers, elementary and middle school students and their parents. As a certified evaluator of Mississippi teacher performance, Dr. Yin has worked as a clinical supervisor for more than fifteen years and his work surrounds largely around promoting teacher quality and instructional effectiveness. He has directed service learning grants to assist pre-service teachers helping school children. Dr. Yin has also worked for NSF projects whose purpose is to promote engineering education for minority students, particularly African American children and youth.

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Abstract

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

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