Aim for the sky

Alekh, Velayudhan; Vilvanathan, Vennila; Nair, Ramesh Nammily; Susmitha, Vattigunta; Muraleedharan, Anirudh; Alkoyak-Yildiz, Meltem; Akshay, Nagarajan; Bhavani, Rao R.

doi:10.1145/3213818.3213830

Cited by 10 publications

(2 citation statements)

References 17 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…(2018) research shows improvements in self‐efficacy, while Alekh et al. 's (2018) study demonstrates a reduction in performance‐related tension and pressure. Somanath, Oehlberg, Hughes, Sharlin, and Sousa (2017) discuss the resilience and collaboration between students to overcome myriad challenges during a DIY maker PBL.…”

mentioning

confidence: 99%

“…However, none of these studies explored the process of creativity for the children or the role of motivation and metacognition. Furthermore, most of the studies were quantitative in nature (Alekh et al., 2018; Manikutty et al., 2022; Susmitha et al., 2018) and thereby have an inherent limitations. Quantitative instruments like a Likert Scale restrict children's attitudes, beliefs, emotion, or lived experiences to adult‐constructed meaning‐making and adult discourse and fail to capture the richness of children's idiosyncratic meaning‐making (Eisner, 1985).…”

mentioning

confidence: 99%

See 1 more Smart Citation

Children as Earth Authors: A Story of Creativity, Metacognition and Motivation among Indian School Children

Jamal

Yusof

2023

Journal of Creative Behavior

View full text Add to dashboard Cite

Project‐Based Learning (PBL) is inherently creative. But little is known about children's process of creativity during a PBL experience or how PBL supports the creative process. This qualitative study explores 14 Indian schoolchildren's creative journey during a book‐authoring PBL program. Transcripts for the structured interviews, assignments, driving questions, and journals were analyzed for patterns inductively and codified for themes. Results show that PBL provided the framework for children's creative behavior. Children's creative process was a cycle between ideating, shaping a story, reviewing, and rework with elements of “jugaad.” Emotion played a key role in the creative process. Metacognition played a dual role in both helping to shape the storybooks and children's self‐beliefs and added to their motivation. Children's self‐concept as authors and self‐efficacious beliefs in the powerful impact of their storybooks motivated them through an extremely challenging project. The significance of the research is threefold. First, it explores Indian children's creative process, which is extremely under‐researched. Second, it explores the role of creative metacognition in the creative process. Most importantly, it highlights PBL as a way for creating learning conditions to foster creativity.

show abstract

mentioning

confidence: 99%

mentioning

confidence: 99%

Children as Earth Authors: A Story of Creativity, Metacognition and Motivation among Indian School Children

Jamal

Yusof

2023

Journal of Creative Behavior

View full text Add to dashboard Cite

show abstract

On Making, Tinkering, Coding and Play for Learning: A Review of Current Research

Timotheou

Ioannou

2019

Lecture Notes in Computer Science

View full text Add to dashboard Cite

Although a few researchers have recently focused on the value of making, tinkering, coding, and play in learning, a synthesis of this work is currently missing, creating an unclear path for future research in this area. Computationalmaking-enhanced activities, framed as activities promoting making, tinkering, coding and play in the learning process, have gained a lot of attention during the last decade. This study provides a review of the existing research in this area, published in academic journals, from 2009 to 2018. We examine learning gains linked to learners' participation in computational making-enhanced activities in formal and non-formal education settings. We further overview the research methods, the educational level, and the context of the published studies. The review of selected studies has shown that most of the research has been conducted in non-formal and informal education settings, however a shift to formal education has appeared since 2016. Most studies have focused on programming and computer science with middle-school learners. Immediate action is needed to inform the design of computational-making-enhanced activities directly linked to curriculum goals. Given the lack of synthesis of work on computational-making, the review can have considerable value for researchers and practitioners in the field.

show abstract