Advancing Social Studies Learning for the 21<sup>st</sup>Century with Divergent Thinking

Gallavan, Nancy P.; Kottler, Ellen

doi:10.1080/00377996.2011.605641

Cited by 13 publications

(11 citation statements)

References 4 publications

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“…For example, Lowther et al (2012) made the connection between students using technology for meaningful activities (e.g., problem-based and requiring processing or manipulation of information) and 21st century skills and found that in a large scale 1:1 laptop program, students were engaged in meaningful learning for over one-fourth of the time observed. Gallavan and Kottler (2012) also suggest that by allowing for divergent thinking activities, teachers are able to promote critical thinking.…”

Section: Critical Thinkingmentioning

confidence: 99%

Examining the 21st Century Classroom: Developing an Innovation Configuration Map

Donovan

Green

Mason

2014

Journal of Educational Computing Research

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Despite it being the second decade of the 21st century, there still exists a range of definitions of what a 21st century learning environment is. This can be troublesome for teacher educators as we strive to prepare teachers for environments we can't clearly describe. In order to describe a 21st century learning environment, we developed an IC Map based on the Concerns-Based Adoption Model of Change (CBAM). Results indicate that 21st century skills can be manifested in the learning environment through content-based and project-based approaches, but of equal importance is having a 21st Century Ecology. Implications of this study extend to teachers, teacher educators, and school administration.

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Section: Critical Thinkingmentioning

confidence: 99%

Examining the 21st Century Classroom: Developing an Innovation Configuration Map

Donovan

Green

Mason

2014

Journal of Educational Computing Research

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“…Such a way of thinking requires imagination, flexibility, and intellectual risk-taking that can be navigated into brainstorming, with an array of feasible answers to challenging problems or situations. This is followed by sharing the new beliefs/opinions/viewpoints with a group, so that the participants can teach and learn from one another [3].…”

Section: Introductionmentioning

confidence: 99%

Using Simulation to Develop Divergent and Reflective Thinking in Teacher Education

Zach

Ophir

2020

Sustainability

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Purpose: This study examined the influence of simulation on flexible and reflective thinking in student teachers (STs), and appraised how they evaluate its potential contribution to teacher education programs. Method: Twenty-three Israeli physical education STs participated in a simulation course. They planned teaching-learning conflict scenarios, and served as actors or volunteers in these scenarios, which were filmed and discussed. Discussions were videotaped and transcribed. Content analyses were conducted on the discussions and the written reflections. Results: STs not only increased their flexible and reflective thinking, but they gained an understanding of how to do it independently. As they were learning how to be more open-minded, they were able to feel, think, and behave authentically, and to offer a variety of solutions regarding conflictual situations. Conclusion: STs developed flexible and reflective thinking, and widened their repertoire of behaviors that succeeded in integrating thoughts and feelings into learning-teaching situations.

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“…Literature shows that question types are categorized in accordance with Bloom's taxonomy as knowledge dimension questions and cognitive dimension questions (Anderson et al, 2001). It is noted that questions in the knowledge dimension used in this process improve critical thinking, and questions in the cognitive dimension improve creative thinking (Gallavan & Kottler, 2012). According to Gallagher and Aschner (1963), questions in the knowledge dimension can be classified as (a) cognitive dimension questions and (b) convergent thinking operation questions, whereas those in the cognitive dimension can be classified as (a) divergent thinking operation questions and (b) evaluative thinking operation questions.…”

Section: Introductionmentioning

confidence: 99%

“…to understand and answer the questions (Gallavan & Kottler, 2012;Grant et al, 2017). Therefore, instructors need to strike a balance between the two groups of questions as (1) the cognitive memory and convergent thinking questions which can be answered by the majority of the students aiming to facilitate students' understanding of the course content and critical thinking skills, and (2) divergent and evaluative questions which connect the information with real life experience (Grant et al, 2017;Kracl, 2012).…”

Section: Introductionmentioning

confidence: 99%

“…Notwithstanding, students with hearing loss do need to practice oral and written question types more intensively so as to acquire higher-level thinking skills (Boucher, 2010;Susetyo et al, 2021). Obviously, students with hearing loss require more guidance, sufficient time to ponder the question and a clarification of divergent and evaluative thinking questions with cognitive memory and convergent questions (Gallavan & Kottler, 2012).…”

Section: Introductionmentioning

confidence: 99%

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Question-Answer Relationships in Social Studies Courses with Students with Hearing Loss

Akay¹

2021

JEL

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Educational settings adopt an active participatory learning process in which students with and without hearing loss are guided towards knowledge through questions. Questions are believed to improve critical, creative and high-level thinking skills. This research is a case study aimed at identifying and suggesting some solutions to the problems that students with hearing loss experience in understanding and answering the types of questions asked in a Social Studies course. Eight students with hearing loss participated in the study. Data were collected through observations, interviews, documents, research logs and process products. Analysis of the data suggests that students with hearing loss are able to answer some cognitive memory questions as well as those that call for convergent thinking, divergent thinking and evaluative thinking skills in the Social Studies Course while requiring the instructor to simplify and materialize the question and encourage the students to interact with the group for some others.

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Advancing Social Studies Learning for the 21^stCentury with Divergent Thinking

Cited by 13 publications

References 4 publications

Examining the 21st Century Classroom: Developing an Innovation Configuration Map

Examining the 21st Century Classroom: Developing an Innovation Configuration Map

Using Simulation to Develop Divergent and Reflective Thinking in Teacher Education

Question-Answer Relationships in Social Studies Courses with Students with Hearing Loss

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Advancing Social Studies Learning for the 21stCentury with Divergent Thinking

Cited by 13 publications

References 4 publications

Examining the 21st Century Classroom: Developing an Innovation Configuration Map

Examining the 21st Century Classroom: Developing an Innovation Configuration Map

Using Simulation to Develop Divergent and Reflective Thinking in Teacher Education

Question-Answer Relationships in Social Studies Courses with Students with Hearing Loss

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Product

Resources

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Advancing Social Studies Learning for the 21^stCentury with Divergent Thinking