Browse > Article
http://dx.doi.org/10.14697/jkase.2020.40.6.611

Elementary Students' Creativity Appear in Small Group Interactions During Model-Based Classrooms on Terraforming  

Park, Shin Hee (Seoul National University)
Choe, Seung Urn (Seoul National University)
Kim, Chan Jong (Seoul National University)
Publication Information
Journal of The Korean Association For Science Education / v.40, no.6, 2020 , pp. 611-620 More about this Journal
Abstract
The purpose of the study is to find creativity factors of students in the process of small group modeling and relate them to the types of interactions among students. In order to capture students' detailed interactions, this study was conducted as an 'essential case study' through qualitative analysis. We have developed the modules of nine lessons about terraforming, and they were used in an actual classroom. In order to understand the creativity of the students in the process of modeling, students' discourses and interview data were analyzed using 19 creative factors or abilities. The findings are as follows. Frequently found creativity factors are Elaboration, Evaluation, Visualization, Resist premature closer, Originality, Analysis and Concentration. And students' interactions that affect students' creativity in the process of modeling can be classified into four categories: Suggestion, Agreement, Questioning, Refutation, and Conversion. Through each interaction, students demonstrated the process of expressing and modifying their own thoughts and ideas in the modeling process. The findings of the study suggest that it is important to the teachers to understand types of interactions among students and the relationship between the types of interaction and creativity factors for students' creative modeling in modeling-based learning.
Keywords
Creativity; Creative ability; Modeling; Modeling-based learning; Small group interactions;
Citations & Related Records
Times Cited By KSCI : 1  (Citation Analysis)
연도 인용수 순위
1 Amabile, T. M. (1988). A model of creativity and innovation in organizations. Research in organizational behavior, 10(1), 123-167.
2 Beech, M. (2009). Terraforming: The Creating of Habitable Worlds. NY: Springer New York.
3 Beghetto, R. A., & Kaufman, J. C. (2007). Toward a broader conception of creativity: A case for "mini-c" creativity. Psychology of Aesthetics, Creativity, and the Arts, 1(2), 73-79.   DOI
4 Campbell, T., Oh, P. S., & Neilson, D. (2012). Discursive Modes and Their Pedagogical Functions in Model-Based Inquiry (MBI) Classrooms. International Journal of Science Education, 34(15), 2393-2419.   DOI
5 Clement, J. (1989). Learning via model construction and criticism. In Handbook of creativity (pp. 341-381). Springer.
6 Csikszentmihalyi, M. (1996). The creative personality. Psychology today, 29(4), 36-40.
7 Csikszentmihalyi, M. (1996). Flow and the psychology of discovery and invention. New York: Harper Collins.
8 Daniels‐McGhee & Davis, G. A. (1994). The imagery‐creativity connection. The Journal of Creative Behavior, 28(3), 151-176.   DOI
9 Davis, G. A., Rimm, S, B., & Siegle, D. (2010). Education of the Gifted and Talented(6th edition). Pearson.
10 Einstein, A., & Infeld, L. (1966). The Evolution of Physics. New York: Simon and Schuster.
11 Gilbert, J. K., & Afonso, A. S. (2015). Lifelong Learning: Approaches to Increasing the Understanding of Chemistry by Everybody. Chemistry Education: Best Practices, Opportunities and Trends, 123-148.
12 Gilbert, J. K., Boulter, C., & Rutherford, M. (1998). Models in explanations, Part 1: Horses for courses? International Journal of Science Education, 20(1), 83-97.   DOI
13 Gilbert, J. K., & Justi, R. (2016). Modelling-based teaching in science education. Switzerland: Springer.
14 Khan, S. (2007). Model‐based inquiries in chemistry. Science Education, 91(6), 877-905.   DOI
15 Guilford, J. (1971). Some misconceptions regarding measurement of creative talents. The Journal of Creative Behavior.
16 Horst, S. (1993). Learning physics by making models. Physics Education, 28(2), 102-106.   DOI
17 Jonassen, D., Strobel, J., & Gottdenker, J. (2005). Model building for conceptual change. Interactive Learning Environments, 13(1-2), 15-37.   DOI
18 Justi, R. (2006). La ensenanza de ciencias basada en la elaboracion de modelos. Ensenanza de las ciencias: Revista de investigacion y experiencias didácticas, 24(2), 173-184.   DOI
19 Kang, E., Choe, S., Kim, C., Kim, H., Lee, S., Park, H., Yoo, J. (2012). Exploring the Patterns of Group model Development about Blood Flow in the Heart and Reasoning Process by Small Group Interaction. Journal of the Korean Association for Research in Science Education, 32(5), 805-822.   DOI
20 Koponen, I. T. (2007). Models and modelling in physics education: A critical re-analysis of philosophical underpinnings and suggestions for revisions. Science & Education, 16(7-8), 751-773.   DOI
21 Martinez, J. M. O., & del Mar Aragon-Mendez, M. (2009). Contribucion del aprendizaje con analogias al pensamiento modelizador de los alumnos en ciencias: marco teorico. Ensenanza de las ciencias: Revista de investigacion y experiencias didácticas, 27(2), 195-208.   DOI
22 McComas, W. F. (1998). The principal elements of the nature of science: Dispelling the myths. In The nature of science in science education (pp. 53-70). Springer. Dordrecht.
23 Nersessian, N. J. (2010). Creating scientific concepts: MIT press.
24 Halloun, I. A. (2006). Fundamental Tenets of Modeling Theory. Modeling Theory in Science Education, 1-32.
25 Ministry of Education (2015). 2015 revised national science curriculum. Sejong: Ministry of Education.
26 Morgan, M. S. & Morrison, M. (1999). Models as mediators: Perspectives on natural and social science (Vol. 52), (pp. 10-37). New York: Cambridge University Press.
27 Mozzer, N. B., Justi, R., & Costa, P. P. (2011). Students' analogical reasoning when participating in modelling-based teaching activities. Paper presented at the Ebook proceedings of the ESERA 2011 conference-science learning and citizenship. Universite de Lyon, Lyon.
28 Nersessian, N. J. (2008). Mental modeling in conceptual change. International handbook of research on conceptual change, 391-416.
29 Osborn, A. F. (1953). Applied imagination. Oxford, England: Scribner'S.
30 Park, K., Ryu, J., Park, I., Bang, S., Yuk, K., Yoon, Y., Lee, M., Lee, S., Lee, J., Jeon, M., Jeon, Y., Cho, S., Jin, S. (2014). Gifted Education at a Glance. Seoul: Hakjisa Co.
31 Rea-Ramirez, M. A., Clement, J., & Nunez-Oviedo, M. C. (2008). An instructional model derived from model construction and criticism theory. In Model based learning and instruction in science (pp. 23-43). Springer.
32 Reitman, W. R. (1965). Cognition and thought: an information processing approach. Oxford, England: Wiley.
33 Rogers, C. R. (1954). Toward a theory of creativity. ETC: A Review of General Semantics, 11(4), 249-260.
34 Torrance, E. P. (1979). An instructional model for enhancing incubation. The Journal of Creative Behavior, 13(1), 23-35.   DOI
35 Sawyer, K. (2011). Extending Sociocultural Theory to Group Creativity. Vocations and Learning, 5(1), 59-75.   DOI
36 Torrance, E. P. (1962). Guiding creative talent. Englewood Cliffs, NJ, US: Prentice-Hall, Inc.
37 Torrance, E. P. (1972). Can we teach children to think creatively? The Journal of Creative Behavior, 6(2), 114-143.   DOI
38 Voss, J. F., & Post, T. A. (1988). On the solving of ill-structured problems. In M. T. H. Chi, R. Glaser, & M. J. Farr (Eds.), The nature of expertise (pp. 261-285). Lawrence Erlbaum Associates, Inc.
39 Torrance, E. P. (1980). Creativity and style of learning and thinking characteristics of adaptors and innovators. Creative Child & Adult Quarterly. 5(2), 80-85.
40 Torrance, E. P. (1988). The nature of creativity as manifest in its testing. The nature of creativity: Contemporary psychological perspectives, 43-75.
41 Vygotsky, L. (1978). Interaction between learning and development. Readings on the development of children, 23(3), 34-41.
42 Windschitl, M., Thompson, J., & Braaten, M. (2008). Beyond the scientific method: Model‐based inquiry as a new paradigm of preference for school science investigations. Science Education, 92(5), 941-967.   DOI
43 Yu, H., Ham, D., Cha, H., Kim, M., Kim, H., Yoo, J., Park, H., Kim, C., Choe, S. (2012). Model Creation and Model Developing Process of Science Gifted Students in Scientific Model Constructing Class for Phase Change of the Moon. The Korean Society for the Gifted and Talented, 22(2), 291-315.