Key points are not available for this paper at this time.
Abstract Assessing creativity in schools is challenging due to preexisting academic structures, assessment metrics, and curriculum standards. This challenge requires looking beyond schools and traditional curriculum to out-of-school contexts and programs that may encourage what have been identified as 'creative habits of mind'. Within the field of engineering, creativity has been identified as a core component. As such, understanding what creative habits of mind may be fostered through participation in out-of-school engineering experiences is important to garnering engagement and investment in the discipline. This study explores the emergence of creative habits of mind through participation in an out-of-school home-based engineering program. Specifically, we sought to answer the research question: What creative habits of mind emerge through child reflections of their experience in an out-of-school engineering program? Data was derived from post-program interviews with youth from 15 diverse families who participated in the program. Transcripts were analyzed using a priori coding based upon the Centre for Real-World Learning Model of Creative Habits of Mind. Emerging patterns regarding creative habits of mind developed through participation were identified. Imaginative, inquisitive, and disciplined creative habits of mind emerge in the findings as the most prevalent creative thinking processes, with concepts including playing with possibilities, exploring and investigating, and reflecting critically playing a prominent role in youth perceptions of their experiences. This is significant in that it demonstrates a development in creative, independent thinking in children and a fostering of curiosity, imagination, and problem solving through self-reflection that is inherent and critical to the field of engineering.
Knox et al. (Wed,) studied this question.