Abstract
This study tested and compared the generative thinking of second graders (7-8-year olds) and fifth graders (10-11-year olds) as a means to assess how generative thinking develops among children. Results from this study were compared with results obtained by Mushoriwa (2003) in a similar study in Zimbabwe in order to establish if the development of generative thinking follows a similar pattern in different environments. Data were sourced from 40 second-graders and 40 fifth graders randomly selected from primary schools in Manzini region. The survey research design was used, with interviews employed to collect the data. Crosstabs and a two-sample t-test were used to analyse the data. The study found no significant differences in generative thinking between second and fifth graders in the Swazi sample. In the comparative analyses, while significant differences in eye placements were observed between second grade pupils in Swaziland and second grade pupils in Zimbabwe, no significant differences in eye placements were observed between fifth grade pupils in Swaziland and fifth grade pupils in Zimbabwe. As for reasons/explanations for eye placements, significant differences between Swazi and Zimbabwean children were noted at both second grade and fifth grade levels. The study recommended the use by teachers, of pedagogy that is promotive of generative thinking as well as the need for further research in the area focusing on environmental factors influencing the nature and developmental pattern of generative thinking.KEY WORDS: Generative thinking, Developmental patterns, Hypothetical third eye, Environmental factors.
Highlights
This study sought to establish the extent and developmental patterns of generative thinking among Swazi children aged between 7 and 8 years and between 10 and 11 years. [The results from this study were compared with results from a similar study by Mushoriwa (2003) on Zimbabwean pupils of the same age and grade levels.] Mushoriwa (2003) found the foundational nature of generative thinking in the development of other cognitive skills such as image formation, story production and detection of relationships as justification for the investment of time and effort in its study
While a significant difference (t=5.758756>1.99773) in eye placements is observed between second graders in Swaziland and second graders in Zimbabwe, no significant difference (t=1.024158
The present study set out to test the generative thinking of Swazi primary school children aged between 7 and 8 years (Grade 2) and between 10 and 11 years (Grade 5)
Summary
This study sought to establish the extent and developmental patterns of generative thinking among Swazi children aged between 7 and 8 years (second graders) and between 10 and 11 years (fifth graders). [The results from this study were compared with results from a similar study by Mushoriwa (2003) on Zimbabwean pupils of the same age and grade levels.] Mushoriwa (2003) found the foundational nature of generative thinking in the development of other cognitive skills such as image formation, story production and detection of relationships as justification for the investment of time and effort in its study. The twin attributes of novelty and utility which characterise generative thinking are significant in the present study whose focus was on pupils placing a hypothetical third eye on a part of the body (novelty) where it would be most useful (utility). The present study kept the task type variable constant by using the same task of the placement of a hypothetical third eye for all the subjects This enabled comparisons on the influence of age/grade level on pupils’ generative thinking. To further ease the data collection process, pupils were given cardboard eyes to stick on any preferred part of their bodies This avoided the pitfalls which characterised similar studies where respondents were made to draw pictures and place the third eye. Findings from this study were juxtaposed against those from Mushoriwa’s (2003) study in Zimbabwe and emerging patterns were discussed
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