International Journal of Education and Information Technology, Vol.1, No.5, Dec. 2015, Pub. Date: Jan. 16, 2016
Teachers’ Development Regarding Cognitive Schemas and Creativity Through the Design of Digital Learning Tools
Pages: 155-164 Views: 455 Downloads: 167
Z. Smyrnaiou, Educational Technology Lab, Department of Pedagogy, National Kapodistrian University of Athens, Ilissia, Greece.
I. Psarri, Educational Technology Lab, Department of Pedagogy, National Kapodistrian University of Athens, Ilissia, Greece.
E. Petropoulou, Educational Technology Lab, Department of Pedagogy, National Kapodistrian University of Athens, Ilissia, Greece.
Science teaching has become closely related with the concept of creativity which is embedded in the learning process with the implementation of activities that enhance students’ engagement in the design, experimentation and inquiry of the scientific concepts under negotiation. However, there is a research gap in terms of teachers’ development of creative skills that would significantly contribute to their transferring and embedding this cognitive process into the learning process and teaching practices. In the present study we examine a teacher’s development regarding cognitive schemas and creative skills while engaged in designing a learning tool that addresses the modular area of Kinematics. For the implementation of the design, there has been used the digital environment of E-slate as an authoring tool that allows for multiple creative experimentations. Our research findings result from tracking and thoroughly analyzing the designer’s development regarding cognitive schemas and creativity while dynamically interacting with the authoring tool.
Cognitive Schemes, Creativity, Inquiry-Based Approach, Instrumental Genesis
Falconer, I., & Littlejohn, A. (2009). Representing Models of Practice. In L. Lockyer, S. Bennett, S. Agostinho, & B. Harper (Eds), Handbook of Research in Learning Design Objects. Issues, Applications, and Technologies, 20-40. Hershey & London: Information Science Reference, IGI Globa.
Conole, G. (2009). The Role of Mediating Artefacts in Learning Design. In L. Lockyer, S. Bennett, S. Agostinho, & B. Harper (Eds), Handbook of Research in Learning Design Objects. Issues, Applications, and Technologies, 188-208. Hershey & London: Information Science Reference, IGI Global.
Smyrnaiou, Z., Petropoulou, E., Margoudi, M., Kostikas, I. (2014). Patternization of an Inquiry-based design process for the construction of a structurally sound educational tool: The paradigm of a secondary development tool negotiating scientific concepts. In First International Conference on “New Developments in Science and Technology Education” (NDSTE-2014), 29-31 May, 2014 Corfu Island, Greece.
Craft, A. (2001). An analysis of research and literature on Creativity in Education. http://www.creativetallis.com/uploads/2/2/8/7/2287089/creativity_in_education_report.pdf (retrieved on 10/9/2015).
Loveless, A. (2003). Creativity, technology and learning –a review of recent literature. Report 4 Update: Future lab Series
Loveless, A., Burton, J., Turvey, K. (2006). Developing conceptual frameworks for creativity, ICT and teacher education. Thinking Skills and Creativity 1, 3–13.
Rabardel, P. (1995). Les hommes et la technologie, une approche cognitive des instruments contemporains, Armand Colin, Paris.
Smyrnaiou, Z. & Dimitracopoulou A. (2007). Ιnquiry learning using a technology-based learning environment. In (Ed) C. Constantinou & Z. Zacharia, Computer Based Learning in Sciences (pp. 90-100). Proceedings of 8th International Conference on Computer Based Learning; 2007; Heraklion, Crete.
Smyrnaiou, Z., Moustaki, F., & Kynigos, C. (2011). METAFORA Learning Approach Processes Contributing To Students’ Meaning Generation In Science Learning. In D. Gouscos, & M. Meimaris (Eds.), Proceedings of the 5th European Conference on Games Based Learning (ECGBL) (pp. 657-664); 2011; Athens, Greece: Academic Publishing Limited.
Smyrnaiou, Z. and Weil-Barais. (2005). A Évaluation cognitive d’un logiciel de modélisation auprès d’élèves de collège, Didaskalia 27: 133-149.
De Jong, T. (2005). The guided discovery principle in multimedia learning. In R. E. Mayer (Ed.), Cambridge Handbook of Multimedia Learning (pp. 215-229) Cambridge University Press, Cambridge.
Vergnaud, G. (2008). Réponses de Gérard Vergnaud. In Merri M. (coord) Activité humaine et conceptualisation- questions à Gérard Vergnaud. Toulouse: PUM, p341-357.
Smyrnaiou, Z. (2012). Synthesizing constructionist learning in collectives with cognitive schemes. Proceedings from Constructionism 2012, Athens (ed. Kynigos, C; Clayson, J. E.; Yiannoutsou, N.).
Trouche, L. (2004). Managing the complexity of human/machine interactions in computerized learning environments: guiding students’ command process through instrumental orchestrations. International Journal of Computers for Mathematical Learning, 9(3), 281–307.
Béguin, P and Rabardel, P. (2000). "DESIGNING FOR INSTRUMENT-MEDIATED ACTIVITY," Scandinavian Journal of Information Systems, 12 (1).
Engeström, Y. (1990). When is a tool? Multiple meanings of artifacts in human activity. In Y. Engeström, Learning, working and imagining: Twelve studies in activity theory. Helsinki: Orienta-Konsultit.
Resnick, M., Berg, R., Eisenberg, M. (2000). Beyond Black Boxes: Bringing Transparency and Aesthetics Back to Scientific Investigation. The Journal of the Learning Sciences, 9(1), 7–30.
Kori, K., Mäeots, M., Pedaste, M. (2014). Guided reflection to support quality of reflection and inquiry in Web-based learning. Procedia - Social and Behavioral Sciences 112, 242–251.
Fisher, T, Higgins, C and Loveless, A. (2006). Teachers Learning with Digital Technologies: A Review of Research and Projects. Bristol: Futurelab www.futurelab.org.uk/litreviews (retrieved on 10/9/2015).
Plowman, L and Stephen, C. (2005). Children, play, and computers in preschool education. British Journal of Educational Technology, 36(2), 145-157.
Craft, A (2005). Creativity in Schools: Tensions and Dilemmas. London: Routledge.
Kaufman, JC and Sternberg, RJ (eds) (2006). The International Handbook of Creativity. New York: Cambridge University Press.
Conole, G and Dyke, M (2004). What are the affordances of information and communication technologies? ALT-J, Research in Learning Technology, 12(2), 113-124.
Gee, JP (2004). What Video Games Have to Teach Us About Learning and Literacy. Palgrave Macmillan.
Howells, J (2005). The Management of Innovation and Technology: The Shaping of Technology and Institutions of the Market Economy. London: Sage.
Birbilis, G., Koutlis, M., Kyrimis, K., Tsironis, G., & Vasiliou, G. (2000). E-Slate: A software architectural style for end-user programming. In Proceedings of the 22nd international conference on Software engineering (pp. 684-687). ACM.