Cultivating Creative Thinking in Engineering Student Teams: Can a Computer-Mediated Virtual Laboratory Help?
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| Title: | Cultivating Creative Thinking in Engineering Student Teams: Can a Computer-Mediated Virtual Laboratory Help? |
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| Language: | English |
| Authors: | Hirshfield, Laura J. (ORCID |
| Source: | Journal of Computer Assisted Learning. Apr 2021 37(2):587-601. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2021 |
| Sponsoring Agency: | National Science Foundation (NSF) |
| Contract Number: | 1519467 1160353 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Creative Thinking, Engineering Education, Cooperative Learning, Electronic Learning, Undergraduate Students, Student Projects, Laboratory Experiments |
| DOI: | 10.1111/jcal.12509 |
| ISSN: | 0266-4909 |
| Abstract: | In engineering design, engineers must be able to think creatively, effectively toggling between divergent thinking (developing multiple novel ideas) and convergent thinking (pursuing an appropriate idea using engineering analyses). However, creative thinking is not emphasized in many undergraduate engineering programs. In this empirical study, we analyze the divergent thinking of teams working on a virtual laboratory project. Fifteen student teams' solution paths--as represented by Model Maps--were analyzed to characterize and compare the various elements of divergent thinking: fluency, flexibility, and originality. The solution paths of these teams were compared in two physical laboratory projects and to experts completing the same virtual laboratory project. We found that students demonstrated more divergent thinking in the virtual laboratory project than in the physical laboratory projects; yet, divergent thinking and quality of solution did not correlate. There was little difference between measured elements of divergent thinking between student teams and experts. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1287866 |
| Database: | ERIC |
| Abstract: | In engineering design, engineers must be able to think creatively, effectively toggling between divergent thinking (developing multiple novel ideas) and convergent thinking (pursuing an appropriate idea using engineering analyses). However, creative thinking is not emphasized in many undergraduate engineering programs. In this empirical study, we analyze the divergent thinking of teams working on a virtual laboratory project. Fifteen student teams' solution paths--as represented by Model Maps--were analyzed to characterize and compare the various elements of divergent thinking: fluency, flexibility, and originality. The solution paths of these teams were compared in two physical laboratory projects and to experts completing the same virtual laboratory project. We found that students demonstrated more divergent thinking in the virtual laboratory project than in the physical laboratory projects; yet, divergent thinking and quality of solution did not correlate. There was little difference between measured elements of divergent thinking between student teams and experts. |
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| ISSN: | 0266-4909 |
| DOI: | 10.1111/jcal.12509 |
