Creativity enhancement method for STEM education

Ivanov, Viktor; Dimitrov, L.; Ivanova, Svitlana; Olefir, Olena

doi:10.1109/hitech48507.2019.9128255

Cited by 7 publications

(7 citation statements)

References 7 publications

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“…The content of the project method can be the work of the team to study and apply the heuristic method [21]. In this case the distribution of team roles should be performed on the basis of personality type's methodologies [21]. The important question is about the role of the teacher in the project method.…”

Section: The Results Of the Review And The Objectives Of The Studymentioning

confidence: 99%

“…It was decided to use as a heuristic method "creativity enhancement method" [21]. This method included several heuristic techniques, namely: collective discussion, pause between the presentation of ideas and their criticism, random associations, analogy, expert evaluation, using a matrix.…”

Section: The Heuristic Methodsmentioning

confidence: 99%

“…According to the method especially selected students performed determination techniques. The moderator of discussion should be with personality type ENTJ or ESTJ [21,22]. For collective discussion the ENTJ, ENTP, ESTJ and INTJ personality types are recommended [22,25,26].…”

Section: The Personality Types Selectionmentioning

confidence: 99%

“…For expert evaluation the same type can be used only at another sequences their degree of preferable. For technique of random associations the types ENTP and ENTJ should be added to discussion group [21,26]. For technique of analogy a type INTJ should be used [22,25].…”

Section: The Personality Types Selectionmentioning

confidence: 99%

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The Performance of Project Teams Selected Based on Student Personality Types: A Longitudinal Study

Ivanova¹,

Дімітров²,

Ivanov³

et al. 2021

Adv. sci. technol. eng. syst. j.

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The use of heuristic methods in teaching is not possible without the cooperation of all or part of the students' academic group. That is, the teacher who made the decision to apply the heuristic method de facto solves the issues of organizing project method in teaching. There are a large number of indications on the relationship between the effectiveness of the use of heuristic methods, taking into account the personality differences of students. As well as the importance of taking into account the personality differences in the project method. However, there is a lack of information about experimental studies in which three components: the project method, the heuristic method and the Myers Briggs personality types methodology, would be considered simultaneously. This prompted us to conduct this study. As part of the project method, a tournament among students of prospective mathematics teachers was held during 2014-2020. Teams of three types to participate in the competition were formed. There was a team whose members were not previously trained. The team whose members studied the heuristic method -"Creativity enhancement method". And also a team whose members, along with the study of the heuristic method, were selected in a special way. Students included in this group had personality types most suitable for performing heuristic techniques, which are components of the heuristic method. The task of the tournament was to compile a set of educational problems in geometry that can be used in the school curriculum. The problems developed by the team were evaluated by the panel. Members of other teams acted as opponents and reviewers. Using the heuristic method allowed teams to prepare more problems and systematize them. The best results in the use of the heuristic method showed the team, the composition of which was selected in a special way. The survey conducted according to the results of the tournament showed an increase in students' interest both in the studied discipline and in the project method, as well as a willingness to use the project method in their future work.

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Section: The Results Of the Review And The Objectives Of The Studymentioning

confidence: 99%

Section: The Heuristic Methodsmentioning

confidence: 99%

Section: The Personality Types Selectionmentioning

confidence: 99%

Section: The Personality Types Selectionmentioning

confidence: 99%

See 2 more Smart Citations

The Performance of Project Teams Selected Based on Student Personality Types: A Longitudinal Study

Ivanova¹,

Дімітров²,

Ivanov³

et al. 2021

Adv. sci. technol. eng. syst. j.

Self Cite

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show abstract

“…The data of another survey (Thomas, Benne, Marr, Thomas & Hume, 2000) also found the prevalence of ISTJ (18.1%), and the second place ESTJ (10.3%), other personality types ranked in the following sequence: INTP (9.4%), INTJ (8.5%), ISTP (8.2%). Personality types characteristic of prospective Math teachers are established in the paper (Ivanov, Dimitrov, Ivanova & Olefir, 2019). Students with high academic achievement in mathematics usually have personality types: ISTJ, INTP, ESTJ, INTJ, ENTP, ENTJ и ISTP.…”

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confidence: 99%

Using Role-Playing Game for Professional Skills Formation of Prospective Teachers

Ivanova

Дімітров

Ivanov

et al. 2021

SIE

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The features of using Role-playing games in educating students - prospective teachers are considered. In practical classes on teaching methods of various disciplines, Role-playing games are often used, associated with conducting a fragment of a lesson or a full lesson. Typically, these practical classes are organized on an empirical level. The version of the Role-playing game "Observing Mathematics Lessons", developed on the basis of the theory of contextual learning, is presented. Psychological and pedagogical principles: simulation of specific conditions, game modelling of the content and forms of professional activity, collaborative activities are used in the design of the game. These principles are the basis for creating a game model, which consists of: game goals, a set of roles that indicate the functions of the player, the scenario and the rules of the game. The simulation model contains: didactic goals, the subject of the game and the evaluation system. An important difference developed by the Role-playing game is to take into account the personality types of students - participants in the game. Students with personality types typical for STEM students were selected for the role of "good pupil”. The roles of the "bad pupils" were played by students with personality types typical for students who usually do not have academic success in mathematics. A survey has been conducted, which showed that the proposed Role-playing game enable the simulation of the real situation of an observing mathematics lesson.

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Search Correspondence Between the Roles of the Brainstorming Participants and Belbin's Team Roles

Ivanova

Дімітров

Ivanov

et al. 2020

2020 III International Conference on High Technology for Sustainable Development (HiTech)

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Creativity enhancement method for STEM education

Cited by 7 publications

References 7 publications

The Performance of Project Teams Selected Based on Student Personality Types: A Longitudinal Study

The Performance of Project Teams Selected Based on Student Personality Types: A Longitudinal Study

Using Role-Playing Game for Professional Skills Formation of Prospective Teachers

Search Correspondence Between the Roles of the Brainstorming Participants and Belbin's Team Roles

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