Investigation of Effects of Scaffolding Creative Problem Solving Through Question Prompts in Project-Based Service Learning

基于项目的服务学习中通过问题提示进行支架式创造性问题解决的效果研究

• 批准号: 1036328
• 负责人: Wei Zheng
• 金额: $ 49.97万
• 依托单位: Jackson State University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2010
• 资助国家: 美国
• 起止时间: 2010-10-01 至 2018-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1036328&HistoricalAwards=false
• 关键词: Investigation; Effects; Scaffolding; Creative; Problem

The project builds on the synergy among creativity, self-regulated leaning, and motivation, and presents a new holistic conceptual framework of Self-Regulated Learning and Creative Problem Solving (SRL-CPS). The SRL-CPS conceptual framework is defined as learning and problem-solving processes and involves self-monitoring and self-correction of the following three common aspects: motivation, metacognition, and strategic action.The study will test the following hypotheses: (1) Problem-based Service Learning (PBSL) using engineering design as pedagogy could promote students' awareness of and demands for cognitive and metacognitive knowledge and strategies in self-regulated learning and creativity. (2) Scaffolding Creative Problem Solving in PBSL using question prompts could better facilitate under-served minority students' creative learning. The research will measure and compare the changes in students' academic dispositions, such as creativity, self-efficacy, problem solving skills, under the different proposed instructional scaffolding.Univ 100 Community Service Learning is required course at Jackson State University for all freshmen and will serve as the environment for the SRL-CPS study. The project will arrange student participants in Univ 100 into project teams for their service learning project. The scaffolding will be provided to students in the form of question prompts in various conditions as different intervention in the research design. The question prompts are categorized as metacognitive prompts, procedural prompts, elaboration prompts, and reflective prompts. The impact of different interventions will be determined by comparing the data from each scaffolding intervention group with the control group. This project has the potential to impact the creativity and problem solving skills of students from underrepresented populations. Further, this project is designed to bolster these students' perceptions of themselves as engineers and innovators. A working model for preparing students to be creative and innovation may result that is theory-driven and may be applicable in other disciplinary fields.

该项目建立在创造力，自我调节学习和动机之间的协同作用，并提出了一个新的自我调节学习和创造性问题解决（SRL-CPS）的整体概念框架。SRL-CPS概念框架被定义为学习和解决问题的过程，涉及以下三个常见方面的自我监控和自我纠正：动机，元认知和战略行动。本研究将测试以下假设：（1）基于问题的服务学习（PBSL）以工程设计为教学方法，可以促进学生对自我认知和元认知知识及策略的认识和需求，规范的学习和创造力。(2)在PBSL中采用问题提示的“支架式”创造性问题解决能更好地促进少数民族学生的创造性学习。本研究将测量和比较学生在不同的教学支架下的学习倾向，如创造力、自我效能感、问题解决能力等的变化。Univ 100社区服务学习是杰克逊州立大学所有新生的必修课程，将作为SRL-CPS研究的环境。本计划将安排一百大学的学生组成服务学习计划小组。在研究设计中，支架将以问题提示的形式在不同的条件下提供给学生，作为不同的干预。问题提示可分为元认知提示、程序性提示、阐述性提示和反思性提示。将通过比较每个支架干预组与对照组的数据来确定不同干预措施的影响。该项目有可能影响来自代表性不足人口的学生的创造力和解决问题的技能。此外，该项目旨在加强这些学生对自己作为工程师和创新者的看法。为培养学生创造力和创新能力而建立的工作模型可能是理论驱动的，并且可能适用于其他学科领域。