Abstract
"This research analyses the way in which the Lotus Blossom technique has been described and used worldwide, including Romania and it investigates several ways to apply it based on the geographic content. Based on analysing the way this technique was applied it has been found that it may be applied to various topics, both individually and in groups, depending on the geography teacher’s expertise, creativity, skills and employed methodology. During the organised activities, Lotus Blossom was used to highlight and develop the most relevant subtopics on a topic, this process being also applied as an activity of introducing and assessing students’ knowledge, of extracting, evaluating, selecting, and synthesising information from various sources while systematising them by visual representation (diagram or table). During an activity in which students were asked to solve a problem (“Christmas Market”), Lotus Blossom was used head-on to break down the problem into “smaller” sub-problems or tasks, to identify or discover them, and to further analyse and split them in order to be able to solve them punctually. In this case, the Lotus Blossom strategy can be compared to the Kaoru Ishikawa diagram."
Highlights
AND THEORETICAL BACKGROUND The Lotus Blossom is a technique that was included in the literature in the field of educational sciences after 2000, it is less used as a strategy or teaching method in the Romanian education system
We aimed at two objectives: to analyse the application of the Lotus Blossom technique to various topics in the field of geography; to analyse the diagrams in which the topics and problems studied with the students were represented and synthesised
Some students included the ideas in the diagrams, others wrote a list of ideas that they posted in the chat box
Summary
AND THEORETICAL BACKGROUND The Lotus Blossom is a technique that was included in the literature in the field of educational sciences after 2000, it is less used as a strategy or teaching method in the Romanian education system. Several advantages or benefits of the Lotus Blossom technique are analysed in the literature: generating strategic scenarios (Higgins, 1996); supporting the process of generating ideas by stimulating creative thinking (Lenski & Lewis, 2008; Petruţa, 2013); increasing the level of involvement in the activity and the degree of creativity in the writing process using the Lotus Blossom strategy can improve writing skills (Lenski & Lewis, 2008); encouraging students by teachers if the first solution to a problem was not adequate (Lenski & Lewis, 2008); freely establishing the links between the ideas generated on a topic or problem (Lenski & Lewis, 2008); a statistically significant increase in critical and creative thinking skills (Hanesová, 2014); increasing the power of brainstorming through the visual representation of ideas, to understand the limits of knowledge sharing and decrease them (Dong, Hawryszkiewycz & Binsawad, 2016). Some weaknesses of the strategy were mentioned: students do not ask questions during the writing process (Lenski & Lewis, 2008); teachers who do not notice the continuity of the stages in applying the Lotus Blossom strategy do not implement this strategy properly as time management (Sloane, 2010, p. 22)
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