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Astrid Heidemann Lassen Suna Løwe Nielsen 《Research in Science & Technological Education》2013,31(3):275-290
Background: Globalization, technological advancement, environmental problems, etc. challenge organizations not just to consider cost-effectiveness, but also to develop new ideas in order to build competitive advantages. Hence, methods to deliberately enhance creativity and facilitate its processes of development must also play a central role in engineering education. However, so far the engineering education literature provides little attention to the important discussion of how to develop knowledge intensive ideas based on creativity methods and concepts. Purpose: The purpose of this article is to investigate how to design creative camps from which knowledge intensive ideas can unfold. Design/method/sample: A framework on integration of creativity and knowledge intensity is first developed, and then tested through the planning, execution and evaluation of a specialized creativity camp with focus on supply chain management. Detailed documentation of the learning processes of the participating 49 engineering and business students is developed through repeated interviews during the process as well as a survey. Results: The research illustrates the process of development of ideas, and how the participants through interdisciplinary collaboration, cognitive flexibility and joint ownership develop highly innovative and knowledge-intensive ideas, with direct relevance for the four companies whose problems they address. Conclusions: The article demonstrates how the creativity camp methodology holds the potential of combining advanced academic knowledge and creativity, to produce knowledge intensive ideas, when the design is based on ideas of experiential learning as well as creativity principles. This makes the method a highly relevant learning approach for engineering students in the search for skills to both develop and implement innovative ideas. 相似文献
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ABSTRACTFor higher education graduates to be effective in the workplace, they require strong technical skills and the capability to operate across diverse knowledge landscapes to solve real world problems. At an Australian university, an interdisciplinary, short-term study tour programme was utilised to enhance students’ inexplicit employability skills with a focus on managing complexity while developing agility and creativity. To investigate the effectiveness of such a programme, we examined students’ perceptions of an interdisciplinary teamwork assessment task that was undertaken in an international context via a study tour model. We achieved this by, first, introducing a purposely designed interdisciplinary teamwork assessment task, which focused on students presenting innovative ideas to peers and industry members. Second, we elicited student responses via a case study approach that incorporated mixed methods, utilising several data collection instruments prior to, during, and after students participated in a study tour. The findings suggest that integrating a purposely designed interdisciplinary teamwork assessment task, via a short-term study tour model, uncovered certain inexplicit employability skills, namely managing complexity, developing agility and creativity. We make specific recommendations to support this insight, contributing to the mobility teaching and learning research field. 相似文献
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Gillian Rejskind 《Roeper Review》2013,35(3):153-157
Creativity is an asset to any teacher, but it is crucial for teachers of gifted and talented students. Inventive and productive creativity are necessary to efficiently and effectively develop or modify programs and curricula. Expressive creativity is present in instructional interactions with students, and creative problem solving skills are needed to enhance students’ creativity. Implications for supporting and enhancing teachers’ creativity are considered. 相似文献
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John Potter 《Learning, Media and Technology》2006,31(1):51-66
This paper is a theoretical and analytical account of a digital video‐editing project with student teachers. The work was part of a wider study known as ‘Creative Teachers for Creative Learners’, and investigated how creativity could be integrated within existing structures and courses of initial teacher education. The paper draws on notions of multimodality to explain how resources such as gesture, image, speech, narrative and music were used by student teachers to create meaning within video productions. Participants noted that the digital video project allowed them to think about how to use these resources in formal schooling contexts and how this could contribute to further work on introducing creativity and agency into their teaching practices. 相似文献
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Kristine Artello 《Innovative Higher Education》2014,39(2):169-179
Today’s employers seek high levels of creativity, communication, and critical thinking, which are considered essential skills in the workplace. Engaging undergraduate students in critical thinking is especially challenging in introductory courses. The advent of YouTube, inexpensive video cameras, and easy-to-use video editors provides opportunities to increase students’ skill levels in these areas. In this article I explain the assignment of producing a public service announcement that integrates research, collaborative learning, and creativity into an introductory survey course; and I discuss the support necessary for students’ success. Their products demonstrate increased levels of media literacy, creativity, and critical thinking skills. 相似文献
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Sam J. Cooley Mark J. G. Holland Jennifer Cumming Emily G. Novakovic Victoria E. Burns 《Higher Education》2014,67(1):105-121
Outdoor adventure education courses are used in higher education to develop transferable skills such as groupwork and problem-solving skills. There is a need for exploratory investigation into students’ perceptions of this experience. This study aimed to develop an innovative qualitative data collection method, and to use it to explore students’ perceived learning processes and developmental outcomes when taking part in an outdoor groupwork skills course. Participants (n = 40) were undergraduate engineering students who were taking part in the 3 day residential course as part of their degree course. Students’ experiences were captured whilst immersed in the course, using a semi-structured video diary room. Participants entered the diary room at different time points throughout the course and responded to openended questions. Following a thematic analysis, students were found to arrive on the course with mixed feelings towards groupwork and expected learning outcomes. Activities were enjoyable yet challenging, revealing students’ weaknesses and demanding a range of skills and coping methods. The outdoor environment added novelty, risk and natural consequences. Students reported developing a range of skills in groupwork, adaptability, persistence, planning, problem-solving, time-management, communication, leadership, cooperation, group reflection and team spirit, as well as benefits to physical activity, self-confidence, self-awareness, peer and staff relationships and internationalisation. These findings provide a base for future investigation into the long-term impact on student development and skill transfer. The semi-structured video diary room yielded rich data, contributing to the literature by offering a simple, yet effective, qualitative research method that can be implemented in a variety of contexts. 相似文献
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ABSTRACTIn this article, we use a model for games and literacy to explore how one FIFA gamer worked across contexts. Previously, this model has been used to address the role of computer and video games in the teaching of literacy in the subject of English. In the current article, we combine this model with a learning lives perspective, which builds on the idea of following the learner across a wide range of contexts. The findings illustrate how one learner is able to research a specific topic, build a convincing argument for it and transfer knowledge from one source to another in a critical way. The knowledge of a game and its culture and the world around the game is prevalent in a gamer’s literacy practices out of school, and this is shown when our participant draws upon this knowledge in literacy practices for specific tasks in school. 相似文献
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Anne Harris 《Teaching Education》2018,29(3):234-250
Creativity in education is currently dominated by discourses pertaining to both a neo-liberalisation of arts education and a more widespread attention to the economic potential of diverse creativities. This study applies new thinking regarding creative educational advancement that is adaptive and critically reflexive to the tasks of reconciling the need for safe, ethical and empathetic learning environments and the production of adaptive and innovative twenty-first century workforces. This study of Australian secondary schools analyses perceptions, understandings and actions, and impediments to creativity in classrooms. This study asserts significant implications for the need to foster effective environmental and ecological approaches to engaging in creative practices in Australian secondary schools. It establishes a creativity index through which school leaders and teachers can routinely measure, develop and adjust their school environment’s, students’ and teachers’ creative skills and capacities, pedagogic practices and assessment of creativity across the ‘education lifespan’. 相似文献
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冯天瑾 《桂林师范高等专科学校学报》2007,21(4):165-167
篮球课教学的时间是有限的,在有限的教学时间内很好地去完成任务,应多采取一些体育性的游戏,它有利于培养学生的道德情操和提高学生心理素质;启发学生思维活动,促进智力发展;提高学生学习兴趣;有利于促进中枢神经系统兴奋性的提高;有利于篮球基本知识、技术和技能的学习与掌握;有利于培养学生创造能力、自我表现能力。体育游戏与篮球课教学有着密切的内在联系,要根据篮球课的各个环节的任务要求选择、创编一些有针对性的游戏,来促进与提高篮球课的教学效果。体育游戏是篮球课教学中具有相当影响作用的教学手段和教学内容。 相似文献
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Bessie G. Stone Kathy A. Mills Beth Saggers 《International Journal of Inclusive Education》2013,17(2):209-228
ABSTRACTThis article describes the support for social interactions received by three students with autism spectrum disorders (ASD) through their multimodal engagements with Minecraft®. The data were collected through at-screen observations and semi-structured interviews. Multimodal analysis of the data demonstrated that online multiplayer games supported social interactions through modes, such as speech, writing and gesture, and within physical and virtual spaces. The analysis revealed that online multiplayer games provided platforms for the students to use speech to engage in reciprocal conversations, to share information, to make requests, to give commands and to direct others. Additionally, screen-based written texts were used to attract the attention of others, send messages, communicate rules and maintain engagements with others within the students’ physical and virtual worlds. Furthermore, the findings showed that online multiplayer games supported the students’ uses, interpretations and mirroring of gestures for social interactions. The findings have implications for providing opportunities to support social interactions in multimodal ways that social spaces in face-to-face and offline contexts do not allow. The findings offer implications for targeting the students’ interests in online multiplayer games to support their capacity to initiate and sustain social interactions in inclusive educational settings. 相似文献
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采用测量法和实验法,编制《3~6年级学生英语语言能力与兴趣评定量表》,并在此基础上针对潜能生进行英语语言能力与兴趣的教学干预,以提高其英语语言能力与兴趣水平。统计分析结果表明,量表的项目质量符合测量学的要求,信度和效度良好;干预方案实施后,实验组在能力分量表、兴趣分量表及总量表上的得分均明显高于控制组,4年级潜能生更倾向于接受游戏类和思维类的训练,6年级潜能生则更倾向于接受游戏类和情境类的训练。教师可尝试从以下方面努力,帮助英语语言能力与兴趣水平较低的学生突破短板:培养学生的语块意识,多进行开放式提问;关注逻辑连接词,培养学生的全局性视角;启发独立思考,培养学生的发散性思维。 相似文献
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培养创新型人才已经成为我国建设科技强国、突破“卡脖子”技术难题的基本路径。迎合智能时代的教育变革潮流,利用机器人技术提升学生创造力体现出更丰富的实践价值和时代意义。本研究采用Meta分析法对国内外48项实验研究、6057条样本量进行编码处理,研究得出:1)教育机器人对学生创造力的整体影响效应为0.576,达到中等以上的影响水平,其中对学生创新实践能力的促进作用最为明显,对创新人格品质的影响程度一般;2)从学段来看,教育机器人对初中、小学的学生创造力影响效果较为明显;3)学科方面,机器人课程对学生创造力影响效果最好;4)教学主题中,原型创造对学生创造力影响程度达到中等以上水平;5)教学方式选择方面,探究式教学更能激发学生的创造力;6)相比普通教室,实验室环境对于学生创造力发展更为乐观。结合实地调研,提出以下实践建议:推广实施人工智能相关课程,兼顾教学过程中学生的创新人格及思维培养;注重低学段学生创造力培养,大力提倡软件编程教学;建构适用于机器人教学的创客教育模式,完善相关学科教师的培训体系及激励机制;促进实验室硬件、软件环境设计,多方面筹措教育机器人经费投入。 相似文献
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ABSTRACTThe Internet has become a pivotal source of information among university students. However, studies routinely show that many students lack digital information literacy skills (i.e. skills needed to find and evaluate information online). In this paper, we report results from an experimental study testing the effect of a workshop for third-year students of a German university. The workshop was designed to teach relevant information literacy skills in a computer lab. Afterwards, students were given academic search tasks and their search behavior was recorded with a tracking device. We find that, compared with the control group, workshop participants significantly increased their use of academic databases and cited more articles from scholarly journals. On the other hand, we find no effect on the relevance of the content students found online. Teaching digital information literacy is essential and feasible, but it is no panacea for increasing the academic quality of students’ work. 相似文献
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改革物理实验教学模式培养学生创新能力 总被引：2，自引：1，他引：2
王铁云 《实验室研究与探索》2007,26(8):6-8,35
以物理实验教学为切入点,改革传统的实验教学方法,变测量性、验证性实验为探究性实验,使学生在探索中发现问题,在研究中提高能力,培养学生的创新思维。让学生自行设计实验,建立"引导→探究→设计→掌握"的物理实验教学模式,是培养学生实验技能、创新精神与创新能力的有效途径。 相似文献
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《The Journal of educational research》2012,105(5):575-589
AbstractThe authors investigated the effects of a technical drawing course, video games, gender, and type of school on the spatial ability (spatial visualization and orientation) of secondary school students in Barbados. A total of 420 students (269 boys; 151 girls) from nine government schools within Category 3 and Category 4 were sampled. A four-way between-subjects analysis of covariance revealed significant main effects for technical drawing on spatial visualization and orientation and video games on spatial orientation. Significant two- and three-way interactions occurred, but four-way interactions failed to reach significance. Implications are discussed for secondary school teachers and educational stakeholders on improving practice and context through the innovative delivery of spatial content, with consideration of biological and social factors that affect spatial abilities. 相似文献
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Amanda Hatherly 《Community College Journal of Research & Practice》2017,41(6):363-365
ABSTRACTTeaching building science to community college students can be challenging given both the macro (houses change subject to varying seasons) and the micro (heat transfer, moisture movement) level of the topics taught. Simulations and games can provide a way of learning material that can otherwise be difficult for students to understand. In this paper, we look at a National Science Foundation funded project to develop innovative simulations and games to engage students in their learning process more fully. 相似文献