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Experiential learning (EL) can offer a high impact educational opportunity that benefits students from diverse backgrounds, creating an inclusive learning environment. Barriers to the generalization of EL can include a lack of institutional support, risk avoidance, time, and faculty instructional ability. As well EL require additional efforts from students, which can include a non-traditional perspective of cognitive, psychomotor and affective domains. The authors have experienced success in optimizing three important EL components: preparation, customization and on-site triage. We report results from a quasi-experimental qualitative study of 102 students who responded to a post-event perception survey of their comfort levels, understanding, preparation and instructor’s role. We found that students were generally positive about their EL, however; most positive of the instructor helping them feel more comfortable during the EL (x̅=3.80 on a 4.00 scale) and their feelings afterward (x̅=3.75). Students were very positive in their belief that they learned more from the EL than in a traditional class (x̅=3.75). There were positive and significant changes in students attitudes, perceptions and beliefs in the time prior to the event compared to the time during and after. Students were significantly more likely to exhibit higher comfort levels after the event than prior (t =-3.459, p < .001).

Experiential learning (EL) can offer a high impact educational opportunity that benefits students from diverse backgrounds, creating an inclusive learning environment. Barriers to the generalization of EL can include a lack of institutional support, risk avoidance, time, and faculty instructional ability. As well EL require additional efforts from students, which can include a non-traditional perspective of cognitive, psychomotor and affective domains. The authors have experienced success in optimizing three important EL components: preparation, customization and on-site triage. We report results from a quasi-experimental qualitative study of 102 students who responded to a post-event perception survey of their comfort levels, understanding, preparation and instructor’s role. We found that students were generally positive about their EL, however; most positive of the instructor helping them feel more comfortable during the EL (x̅=3.80 on a 4.00 scale) and their feelings afterward (x̅=3.75). Students were very positive in their belief that they learned more from the EL than in a traditional class (x̅=3.75). There were positive and significant changes in students attitudes, perceptions and beliefs in the time prior to the event compared to the time during and after. Students were significantly more likely to exhibit higher comfort levels after the event than prior (t =-3.459, p < .001).

Does putting a problem aside 'to incubate' really help, We address this question through a review of the literature on incubation that includes discussion of the four stage theory of creative thought (Wallas, 1926), the distinction between conscious and unconscious work, and an in depth look at the cognitive mechanisms that might underlie incubation effects. A critical examination of the experimental studies on incubation reveals a wide range of findings -- some in apparent contradiction. We argue that this apparent confusion results mostly from a failure to consider the interaction of factors affecting incubation. These factors include the nature of the primary and interpolated tasks, the length and timing of the interruption (incubation period), and individual differences in the knowledge and abilities of subjects. Progress, towards understanding incubation may depend upon developing a unified theory -- one that will take into account the interactions of the different factors in a consistent and principled way. We offer one such unified theory as an example, illustrating how a unified approach might account for the existing empirical literature on incubation including several previously puzzling results. Keywords: Incubation, Problem solving, Creativity, Interruptions.

Does putting a problem aside 'to incubate' for a while really facilitate problem solving, and if so, why? We answer this question by reviewing the empirical literature, by reviewing existing theories of incubation, and by proposing a new more unified approach. We begin by defining incubation. Next, 17 studies of incubation are reviewed and their results compared. Factors that affect whether an incubation effect is obtained are discussed. These factors pertain to the type of problem studied, the length of the time period for problem solving before the incubation period, the length of the incubation period, and the type of activity during the incubation period. We also examine the role of individual differences in obtaining incubation effects. Finally, we propose a theory of incubation, whereby incubation effects depend upon an interaction between the cause of blockage in problem solving and cognitive mechanisms that act during the incubation period. Potential causes of blockage in problem solving are (a) the inability to generate new paths to solution and (b) stereotype. Critical cognitive mechanisms include (a) priming and (b) forgetting. Priming during a period of incubation helps on problems where the difficulty lies in generating new solution paths, whereas forgetting during an incubation period helps on problems where stereotype is blocking problem solution. Implications for further problem solving research on incubation, insight, and transfer are discussed. (kt)

Adzes and hafting details

Adzes and hafting details

Adzes and hafting details

Adzes and hafting details

Adzes and hafting details

Adzes and hafting details

Adzes and hafting details

Adzes and hafting details

Adzes and hafting details

Site Reference: N30/3. Harataonga Bay.

Site Reference: N30/3. Harataonga Bay.

Site Reference: N30/3. Harataonga Bay.

Site Reference: N30/3. Harataonga Bay.

Copy of print.

Copy of print.