The Interface of Creativity, Fluency, Lateral Thinking, and Technology While Designing Serious Educational Games in a Science Classroom

Autor/inn/en	Lamb, Richard; Annetta, Leonard; Vallett, David
Titel	The Interface of Creativity, Fluency, Lateral Thinking, and Technology While Designing Serious Educational Games in a Science Classroom
Quelle	In: Electronic Journal of Research in Educational Psychology, 13 (2015) 2, S.219-242 (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1696-2095
Schlagwörter	Educational Games; Instructional Design; Science Instruction; Creative Thinking; Video Games; Workshops; Correlation; Role; Learning Processes; Science Careers; Teaching Methods; Pretests Posttests; Thinking Skills; Neuropsychology; Neurosciences; Multiple Choice Tests; Statistical Analysis; Scientific Concepts; Schemata (Cognition); High School Students; Student Characteristics; Structural Equation Models; Torrance Tests of Creative Thinking + Suchen Sie Ihr Suchwort? Educational game; Lernspiel; Lesson concept; Lessonplan; Unterrichtsentwurf; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Kreatives Denken; Video game; Videospiel; Videospiele; Lernwerkstatt; Schulung; Korrelation; Rollen; Learning process; Lernprozess; Teaching method; Lehrmethode; Unterrichtsmethode; Denkfähigkeit; Neuropsychologie; Neuroscience; Neurowissenschaften; Neurowissenschaft; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Statistische Analyse; Cognition; Schema; Kognition; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin
Abstract	Introduction: Creativity is the production of the new, original, unique, and divergent products and ideas mediated through lateral thinking. Evidence suggests that high levels of creativity and fluency are important in the continued development of student interest, efficacy and ultimately career impact in the sciences. Method: In this study, 559 randomly selected students attended an eight-month long workshop on science-based video game design as a learning tool in the classroom. Students then designed science-based video games exemplifying learned, key, science concepts. Upon completion of the workshop, all students were given the Torrance Test of Creative Thinking to aid in the development of understanding of the relationship between creativity and related constructs. Results: The authors also explore the implications of the role of lateral thinking as a cognitive system mediating science learning. Results suggest a statistically significant difference exists between pretest and posttest outcomes and that the data confirms the suggested model for the role of creative, fluency and lateral thinking related to science processing. Discussion and Conclusion: Seeking to promote interest in creative support tools such as those in use during the design of SEGs can provide disciplinary convergence through lateral thinking. More specifically these results agree with results found in other studies such as Yamamoto & Nakakoji (2005), Chen et al. (2007) and Spencer, Lucas & Claxton (2012), which suggest that there are underlying behavioral manifestations of creativity and fluency that impacts the science and design process via lateral thinking. (As Provided).
Anmerkungen	University of Almeria, Education & Psychology I+D+i. Faculty of Psychology Department of Educational and Developmental Psychology, Carretera de Sacramento s/n, 04120 LaCanada de San Urbano, Almeria, Spain. Tel: +34-950-015354; Fax: +34-950-015083; Web site: http://www.investigacion-psicopedagogica.org/revista/new/english/presentacion.php
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01