Abstract
BackgroundThis study presents the development of three research tools of scientific creativity. Our aim is to evaluate the development of student creativity while students write digital stories. Three models are linked to create a new model, called Creative, Cognitive, Qualitative Model for Creativity (CCQ tool). Our research tool examines how creativity can be standardized, first by researchers’ views and then by teachers and students’ creative products. The first tool is based on two existing tools; the Scientific Creativity Structure Model (SCSM) and the TTCT Figural Subscales, and on new characteristics, the effective learning environments, as we have developed them in the CREATIONS Program. We have tried to expand this tool by combining its key elements to the theoretical framework of creativity, as we have approached it in the CREATIONS and the STORIES Programs. The second tool “Students’ Creativity Evaluation Model” is a new tool that derives from empirical data and Grounded Theory methods. It examines the expected, original, and innovative ways of students’ thinking. The third tool “Experts’ Creativity Evaluation Model” allows us to examine the role of experts thinking on writing a story. It aims at tracking experts’ model of thinking and is viewed in comparison to the students’ creative model of thinking. We create a qualitative tool as we believe that a qualitative method delves deeper into students’ internal mechanisms of creativity.ResultsTwelve students’ stories from classrooms of different countries which participate to STORIES Program are analyzed indicatively by two independent researchers. The results seem to indicate that digital storytelling increases scientific creativity among students.ConclusionsThe main difference between expert and students’ approaches is that experts’ stories follow an up to bottom approach, while it is the opposite for students’ creative process. It has to be mentioned that almost all of the stories combined science with creative thinking. Students transformed their personal values into stories; therefore, this creative procedure was influenced by social, cultural, and ethnographical characteristics. The contribution of our research is that it offers a research tool that not only measures creativity but also studies the cognitive mechanisms involved in creative thinking.
Highlights
Nowadays, there is a need to find new ways of scientific thinking
In an attempt to conclude to a common way to measure creativity, we used a thematic analysis in order to detect common codes between the existing tools and the features of creativity that we have examined in CREATIONS Program
In the applied tool for this research study, we use (1) the categories of monitoring creativity from the Tests of Creative Thinking (TTCT) and Scientific Structure Creativity Model (SSCM) models, (2) we focus on the overlapping elements between TTCT and SSCM
Summary
There is a need to find new ways of scientific thinking. Traditional methods of teaching do not promote scientific literacy, neither do they develop students’ motivation to learn. Skills and competences play an important role in knowledge acquisition, students’ interests, and imagination These are not taken into consideration when designing school curricula and learning methods, while only few papers have examined the combination of different domains in students’ cognitive development. Only few research studies suggest that when students participate in creative procedures, they do increase their interest for science education, but they acquire new knowledge by using different methods of learning. The second tool “Students’ Creativity Evaluation Model” is a new tool that derives from empirical data and Grounded Theory methods It examines the expected, original, and innovative ways of students’ thinking. The third tool “Experts’ Creativity Evaluation Model” allows us to examine the role of experts thinking on writing a story It aims at tracking experts’ model of thinking and is viewed in comparison to the students’ creative model of thinking. We create a qualitative tool as we believe that a qualitative method delves deeper into students’ internal mechanisms of creativity
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