June 14, 2015
June 14, 2015
June 17, 2015
26.585.1 - 26.585.19
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.
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
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