<p>This
thesis is an article-based (3-paper format) dissertation. In the first
article, the research
team adapted an input-process-outcome (IPO) model of
group-level processes in the classroom, as a theoretical framework, to examine
students’ experiences regarding pre-college engineering curricula, classroom
environments, and their experiences with the creative process in the two
engineering courses offered in a university-based summer enrichment program.
Applying provisional and open coding to semi-structured interview data from 16 participants, an Input-Process-Outcome Model of Collaborative Creativity (IPOCC model)
was developed. In this
study, I grouped our findings under Inputs, Group Processes, Outcomes, and
Mediating Factors. The IPOCC model expands the 4P model
of creativity to incorporate more collaborative contexts. According to the 4P
model, creativity can be viewed from four different perspectives: Person,
Process, Product, and Press. The IPOCC model suggests that in K-12
collaborative practice, creativity involves group-level considerations in
addition to individual-level components. The IPOCC model offer insights for
educators in terms of input components, group processes, and mediating factors
that can facilitate learners’ engagement in creative teamwork. Findings of this study indicated
that a combination of challenging tasks, open-ended problems, and student
teamwork provides a rich environment for learners’ engagement to think
creatively.</p>
<p>The
purpose of the second study was to systematically investigate how novice/K-12
students’ visual representation of design ideas has been operationalized,
measured, or assessed in the research literature. In the different phases of screening in this systematic review,
inclusion, exclusion, and quality criteria were applied. From an initial sample
of 958 articles, 40 studies were included in the final step of the coding
process and qualitative synthesis. Applying provisional and open coding, three
broad themes, and 23 characteristics were identified that have been used by
researchers to conceptualize sketching of ideas, in novice/K-12 design activities:
Communicating Ideas, Visual-Spatial Characteristics, and Design Creativity. We
propose this Three-pronged Design Sketching (3-pDS) framework to examine K-12
design sketches. </p>
In K-12 settings, one major
challenge of conducting research on the influence of engineering education
programs and curricula involves assessment. There is a need for developing
alternative, effective, and reliable assessment measures to evaluate students’
design activities. The third study aimed to address this need by developing the
idea-Sketching Early Engineering Design (i-SEED) Scale to assess pre-college
learners’ freehand sketches in response to a design task. Applying the
Three-pronged Design Sketching (3-pDS) as a theoretical framework, the purpose
of this study was to examine evidence of content validity, construct validity,
and internal consistency of the i-SEED Scale data. The data collection took
place in a residential summer enrichment program for students with gifts and
talents at a Midwestern university. Following different stages of
scale-development design, a sample of 113 design sketches were scored in this
study, and the scores were used to provide evidence of the validity of the data
for the i-SEED Scale. The sketches were generated by 120 middle- and
high-school students in a collaborative design-oriented course. Exploratory
factor analysis results supported a three-factor model for the i-SEED Scale,
including Visual-Spatial Characteristics, Design Creativity, and Communicating
Ideas.
| Identifer | oai:union.ndltd.org:purdue.edu/oai:figshare.com:article/12645503 |
| Date | 27 July 2020 |
| Creators | Mehdi Ghahremani (9109535) |
| Source Sets | Purdue University |
| Detected Language | English |
| Type | Text, Thesis |
| Rights | CC BY 4.0 |
| Relation | https://figshare.com/articles/thesis/INVESTIGATING_CREATIVE_AND_DESIGN-ORIENTED_PRACTICES_IN_K-12_ENRICHMENT_COURSES/12645503 |
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