Please use this identifier to cite or link to this item:
Title: The Discourse of Creative Problem Solving in Childhood Engineering Education
Authors: Deitrick, Elise
O'Connell, Brian
Shapiro, R. Benjamin
Issue Date: Jun-2014
Publisher: Boulder, CO: International Society of the Learning Sciences
Citation: Deitrick, E., O'Connell, B., & Shapiro, R. B. (2014). The Discourse of Creative Problem Solving in Childhood Engineering Education. In Joseph L. Polman, Eleni A. Kyza, D. Kevin O'Neill, Iris Tabak, William R. Penuel, A. Susan Jurow, Kevin O'Connor, Tiffany Lee, and Laura D'Amico (Eds.). Learning and Becoming in Practice: The International Conference of the Learning Sciences (ICLS) 2014. Volume 1. Colorado, CO: International Society of the Learning Sciences, pp. 591-598.
Abstract: Researchers and teachers are increasingly in agreement that classrooms should adopt more open-ended, ill-structured, creative problem solving pedagogies (Kapur, 2008). However, we lack sufficient understandings of how to assess the variegated outputs of learning activities that afford students considerable discretion over what they will produce, and of the mechanisms through which group work can produce those outcomes. In order to understand how collaborative problem solving discourse shapes the creativity of collaborative products (as measured by the novelty of those products), we analyzed collaborative problem solving talk and the resulting products designed for fictional character by 9 groups of middle- school aged youth. We found that engaged responses to peers' proposed design ideas are predictive of novel solutions.
Appears in Collections:ICLS2014

Files in This Item:
File SizeFormat 
591-598.pdf799.99 kBAdobe PDFView/Open

Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.