Are Creativity and Self-Efficacy at Odds? An Exploration in Variations of Product Dissection in Engineering Education
Are Creativity and Self-Efficacy at Odds? An Exploration in Variations of Product Dissection in Engineering Education
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DOI：
10.1115/1.4041173
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发表时间：
2018-10
影响因子：
3.3
通讯作者：
Elizabeth Starkey;Samuel T. Hunter;Scarlett R. Miller
中科院分区：
文献类型：
--
作者：
Elizabeth Starkey;Samuel T. Hunter;Scarlett R. Miller
产品解剖的目的是教给学生一个产品是如何工作的，并为他们提供新的想法的灵感。然而，对于解剖活动的变化如何影响创造性结果或工程自我效能（ESE）和创造性自我效能（CSE），人们知之甚少。这一点很重要，因为工程教育的目标是培养有能力和创造性的工程师。因此，目前的研究是通过一个析因实验来解决这一研究差距的。结果表明，解剖条件对思想发育没有影响，但通过这些活动增加了ESE和CSE。结果还表明，较高水平的CSE和ESE对新想法的发展有交替的影响，表明它们在工程教育中是不一致的。
The purpose of product dissection is to teach students how a product works and provide them with inspiration for new ideas. However, little is known about how variations in dissection activities impact creative outcomes or engineering self-efficacy (ESE) and creative self-efficacies (CSE). This is important since the goal of engineering education is to produce capable and creative engineers. The current study was, thus, developed to address this research gap through a factorial experiment. The results showed that idea development was not impacted by dissection conditions but that ESE and CSE were increased through these activities. The results also showed that higher levels of CSE and ESE had alternate effects on novel idea development indicating they are at odds in engineering education.