Classroom creativity and students’ social networks: Theoretical and practical implications

Abstract

Social Network Analysis (SNA) is becoming a popular theoretical and methodological approximation for educational researchers. SNA enables a deep exploration of learning and development as a by-product of social interactions. Research findings from social networks for creativity has found specific social structures that ease knowledge transfer and the emergence of creative ideas in a variety of contexts. This work links the research findings in social networks and creativity with education and classroom activities, to provide a framework from which to understand social interactions in the classroom and to inform educational improvement. By conceptualizing learning and problem solving as the creative outcome of both cognitive and social processes, this paper describes how different forms of collaboration and social structures might emerge based on teaching and learning practices enacted in the classroom through the lens of social network analysis. In addition, attention to the classroom network should inform teachers on areas for pedagogical innovation. Subsequently, I propose guidelines on how to advance pedagogical decision-making for learning and creativity based upon students’ social networks. This work is designed to facilitate theoretical and practical insights for educators and researchers to make evidence-based decisions in the pursuit of creativity in the classroom.