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

该项目建立在创造力、自主学习和动机之间的协同作用之上，并提出了一个新的自主学习和创造性问题解决的整体概念框架(SRL-CPS)。SRL-CPS的概念框架被定义为学习和解决问题的过程，涉及动机、元认知和策略行为三个共同方面的自我监控和自我纠正。本研究将检验以下假设：(1)基于问题的服务学习(PBSL)以工程设计为教学方法，能够促进学生在自我调节学习和创造中对认知和元认知知识和策略的认识和需求。(2)在PBSL中使用问题提示支架式创造性问题解决能更好地促进服务不足少数民族学生的创造性学习。这项研究将测量和比较学生在不同建议的教学支架下的学业倾向的变化，如创造力、自我效能和解决问题的能力。Univ 100社区服务学习是杰克逊州立大学所有新生的必修课，将作为SRL-CPS研究的环境。该项目将把100大学的学生参与者安排为他们的服务学习项目的项目小组。脚手架将在不同条件下以问题提示的形式提供给学生，作为研究设计中的不同干预。问题提示分为元认知提示、程序性提示、精加工提示和反思性提示。不同干预措施的影响将通过比较每个支架干预组和对照组的数据来确定。这个项目有可能影响来自代表性不足人群的学生的创造力和解决问题的技能。此外，这个项目的目的是加强这些学生对自己是工程师和创新者的看法。一种培养学生创造性和创新性的工作模式可能会产生理论驱动的结果，并可能适用于其他学科领域。

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.