In this study, we examined students’ experiences regarding precollege engineering curricula, classroom environments, and their experiences with the creative process in two engineering courses offered in a university-based summer enrichment program. Applying provisional and open coding to interview data from 16 participants, an Input–Process–Outcome Model of Collaborative Creativity (IPOCC model) was developed. The IPOCC model expands the 4P model of creativity to incorporate more collaborative contexts. The IPOCC model suggests that in K–12 collaborative practice, creativity involves group-level considerations in addition to individual-level components. The IPOCC model offers insights for educators in terms of input components, group processes, and mediating factors that can facilitate learners’ engagement in creative teamwork. The 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.

在这项研究中，我们研究了学生在大学预科课程、课堂环境以及他们在大学暑期强化课程中提供的两门工程课程中的创新过程经验。将临时和开放编码应用于来自 16 名参与者的访谈数据，开发了协作创造力的输入-过程-结果模型（IPOCC 模型）。IPOCC 模型扩展了创造力的 4P 模型，以纳入更多的协作环境。IPOCC 模型表明，在 K-12 协作实践中，创造力除了个人层面的组成部分外，还涉及群体层面的考虑。IPOCC 模型在输入组件、小组过程和中介因素方面为教育者提供了见解，这些因素可以促进学习者参与创造性团队合作。