Historical Contribution of Creativity to Development of Gifted Science Education in Formal and Informal Learning Environments

Bailey, Lyne M.; Moris, Lee G.; Thompson, Wesley; Feldman, Stephen B.; Demetrikopoulos, Melisa K.

doi:10.1007/978-94-6300-163-2_1

Cited by 3 publications

(2 citation statements)

References 23 publications

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“…Therefore, creativity has been identified by many as an important indicator of giftedness (Plucker et al, 2018). In this respect, creativity is considered one of the main traits of giftedness, and gifted students are expected to produce creative learning products in the classroom (Bailey et al, 2016). As such, gifted students are considered to have higher-order cognitive abilities including creative abilities in the classroom.…”

Section: Introductionmentioning

confidence: 99%

Üstün Zekalı Öğrenciler Tarafından Tasarlanan Ürünlerde Yaratıcılığın Değerlendirilmesi: Sosyal Göstergebilimsel Çokmodlu Bir Bakış Açısı

AYIK

2023

Boğaziçi Üniversitesi Eğitim Dergisi

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Creativity is a central trait of giftedness, making the assessment of creativity an essential endeavor. A socio-cultural perspective takes into account all aspects of the social environment in which creative products emerge and underscores the necessity of considering these aspects when assessing such products. Regarding gifted classrooms as a socio-cultural context, this study aims to introduce a systematic approach to evaluating creativity in designs created by gifted students, considering the multimodal discourse practices within the classroom. A qualitative descriptive method was employed, involving 16 fifth-grade gifted students in the study. Data were collected through participant design of artifacts and analyzed using multimodal and semiotic richness analysis. The results indicate that the analyzed texts are predominantly rich in semiotic aspects and demonstrate the effectiveness of the evaluation tool in assessing creativity in designs based on the discourse nature of the gifted students' science classroom.

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Section: Introductionmentioning

confidence: 99%

Üstün Zekalı Öğrenciler Tarafından Tasarlanan Ürünlerde Yaratıcılığın Değerlendirilmesi: Sosyal Göstergebilimsel Çokmodlu Bir Bakış Açısı

AYIK

2023

Boğaziçi Üniversitesi Eğitim Dergisi

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“…Enjoyment and interest in science are often at the center of informal science design and have been found to influence attention, goals, and conceptual knowledge (Harlow, 2012;Hidi & Renninger, 2006). Furthermore, informal learning environments can also have a positive influence on interest and career choice, even after a single informal learning experience, by increasing student attitude toward science and making children more interested in potential STEM careers (Noel-Storr, Mitchell, & Drobnes, 2010;Bailey et al, 2016).…”

Section: Contentsmentioning

confidence: 99%

Using A Visitor Based Framework To Observe Engagement In A Children's Museum Makerspace

McCubbins¹

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Many challenges still exist in finding ways to measure the impact of informal learning environments. Much of the research that does exist is anecdotal in nature and examines engagement by intuition or informal feedback. The purpose of this concurrent mixed methods study was to better understand engagement and learning by converging both quantitative and qualitative data. In the study, an observation protocol was used to measure the engagement levels of children in a museum makerspace, and field notes were collected to explore the context in which this engagement takes place. The observation protocol used in this dissertation was the Visitor Based Learning Framework (VBLF) developed by Barriault and Pearson (2010) to generate insights into the impact of science center exhibits on visitor learning experiences. Participants of this study include childparent/guardian pairs who visited the chosen museum setting during its makerspace hours. The study asks (1) at what levels, based on the VBLF, do children engage with the makerspace exhibit in the museum;(2) what relationships exist between engagement levels and age and gender; and (3) how do makerspace engagement levels compare to average engagement levels of traditional museum exhibits. In addition to the quantitative data collected from the observation protocol instrument, qualitative field notes helped to contextualize the quantitative data. The study showed that breakthrough engagement was where it was expected to be based on previous research, at 51%, though this was not statistically significant. However, qualitative data helped provide insight into factors that influenced breakthrough levels, such as parent dialogue, participant interest in the activity, and facilitator knowledge. This demonstrates a similarity to traditional museum exhibits in that some makerspace activities will bring a majority of participants to the breakthrough level while others will not. The findings also show that while this instrument can determine the effectiveness of individual makerspace activities in allowing participants to reach breakthrough engagement levels, it cannot determine the effectiveness of the makerspace overall without consideration for the individual activities taking place and other critical factors that are not assessed by the instrument.

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ICT and Collaborative Creativity in Modern School Towards Knowledge Society

Αναστασιάδης

2016

Research on E-Learning and ICT in Education

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Historical Contribution of Creativity to Development of Gifted Science Education in Formal and Informal Learning Environments

Cited by 3 publications

References 23 publications

Üstün Zekalı Öğrenciler Tarafından Tasarlanan Ürünlerde Yaratıcılığın Değerlendirilmesi: Sosyal Göstergebilimsel Çokmodlu Bir Bakış Açısı

Üstün Zekalı Öğrenciler Tarafından Tasarlanan Ürünlerde Yaratıcılığın Değerlendirilmesi: Sosyal Göstergebilimsel Çokmodlu Bir Bakış Açısı

Using A Visitor Based Framework To Observe Engagement In A Children's Museum Makerspace

ICT and Collaborative Creativity in Modern School Towards Knowledge Society

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