Can One Class Hour Improve Creative Problem Solving Self-efficacy

Smith, J, Belski, I, Brown, N and Kalyvas, J 2018, 'Can One Class Hour Improve Creative Problem Solving Self-efficacy', in Proceedings of 29th Annual Conference of the Australasian Association for Engineering Education (AAEE 2018), Hamilton, New Zealand, 9-12 December 2018, pp. 1-7.


Document type: Conference Paper
Collection: Conference Papers

Title Can One Class Hour Improve Creative Problem Solving Self-efficacy
Author(s) Smith, J
Belski, I
Brown, N
Kalyvas, J
Year 2018
Conference name AAEE 2018
Conference location Hamilton, New Zealand
Conference dates 9-12 December 2018
Proceedings title Proceedings of 29th Annual Conference of the Australasian Association for Engineering Education (AAEE 2018)
Publisher Australasian Association of Engineering Education
Place of publication Barton, Australia
Start page 1
End page 7
Total pages 7
Abstract CONTEXT Development of engineers ready to work in the 21st Century requires engineering educators to revisit a set of skills that need development and to rethink learning outcomes to be achieved. Governments, business leaders and professional associations believe that enterprise skills, which include: digital literacy, interaction and creative problem solving skills are those most needed by university graduates in the 21st Century. This paper is devoted to the development of creative problem solving skills. PURPOSE To establish whether introducing students to simple thinking heuristics in class can change and improve their creative problem solving self-efficacy. APPROACH Over 700 students were enrolled in a first-semester, first-year subject related to the Engineers Without Borders (EWB) Challenge in which students work in groups to develop a solution to opportunities in a developing country. Tutors introduced students to thinking heuristics at an early stage (week 2) of the course for idea generation and midway through the course (week 7) to enhance technical content of their developing solutions. Approximately one hour of class time was devoted to exploring the understanding of these thinking tools. This varied to some degree between classes and included showing a 15 minute video introduction, including summaries of selected heuristics in tutorial activities and recommending students study more thinking heuristics from the TRIZ Repository (Edisons21.com). In order to establish changes in creative problem solving self-efficacy, students were surveyed at the beginning and the end of the semester. RESULTS The outcomes of the surveys are analysed. It was found that students' creative problem solving selfefficacy changed significantly during the progress of the course on some of the survey metrics applied. A component of this improvement is anticipated to be as a result of learning simple thinking heuristics. CONCLUSIONS It seems that devoting one hour of a face-to-fac
Subjects Engineering not elsewhere classified
Keyword(s) Creative problem solving
self-efficacy
idea generation
thinking heuristics
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