“Looking at” Educational Interventions: Surplus Value of a Complex Dynamic Systems Approach to Study the Effectiveness of a Science and Technology Educational Intervention

Vondel, Sabine van; Steenbeek, Henderien; Dijk, Marijn van; Geert, Paul van

doi:10.1007/978-3-319-27577-2_11

Cited by 10 publications

(7 citation statements)

References 48 publications

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“…As of now, little is known about these mechanisms in relation to children's creativity. And third, our future research efforts should be directed toward designing more sophisticated intervention studies, in which attention is paid to effects as trajectories of complex systems over time (Byrne & uprichard, 2012), and which can thus shed light on how interventions work and for whom (van Vondel, Steenbeek, van Dijk, & van Geert, 2016).…”

Section: Future Researchmentioning

confidence: 99%

Children’s Creativity: A Theoretical Framework and Systematic Review

Kupers

Lehmann-Wermser

McPherson

et al. 2018

Review of Educational Research

Self Cite

130

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Within education, the importance of creativity is recognized as an essential 21st-century skill. Based on this premise, the first aim of this article is to provide a theoretical integration through the development of a framework based on the principles of complex dynamic systems theory, which describes and explains children's creativity. This model is used to explain differing views on the role of education in developing children's creativity. Our second aim is empirical integration. On the basis of a three-dimensional taxonomy, we performed a systematic review of the recent literature (2006-2017, 184 studies) on primary school students' creativity. Our results show that creativity is most often measured as a static, aggregated construct. In line with our theoretical model, we suggest ways that future research can elaborate on the moment-to-moment interactions that form the basis of long-term creative development, as well as on the mechanisms that connect different levels of creativity.

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Section: Future Researchmentioning

confidence: 99%

Children’s Creativity: A Theoretical Framework and Systematic Review

Kupers

Lehmann-Wermser

McPherson

et al. 2018

Review of Educational Research

Self Cite

130

View full text Add to dashboard Cite

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“…More research is needed to gain insight into how AS affects primary school students' musical creativity. Intervention studies have shown that teachers can learn to provide AS (e.g., Cheon et al, 2018;Reeve, 1998;Van Vondel et al, 2016;Wetzels, 2015). Stefanou et al (2004) distinguish between offering organizational, procedural, and cognitive AS.…”

Section: Autonomy Support and Musical Creativitymentioning

confidence: 99%

Exploring the relation between teacher autonomy support and children’s musical creativity

Hendriks,

Steenbeck,

Bisschop Boele

et al. 2023

b:em

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In primary music education a key question is what teachers can do to stimulate students’ musical creativity. For the answer, delving into teacher-student interaction during the creative processes in the naturalistic setting of primary music lessons is required. Twenty-six music lessons from thirteen teachers and their classes of seven Dutch schools were recorded to explore the relation between teachers’ autonomy support and students’ divergent and convergent thought & action. Quantitative sequential analysis and thematic analysis were combined to examine this relation, using a framework offered by Complex Dynamic Systems theory and Enaction theory. In contrast to classical correlational analysis, sequential analysis focuses on the dynamics, and thus on the temporal relation in classroom interaction. The results show that mostly lower-level autonomy support was offered. Especially in creative lessons, higher-level autonomy support is more likely to lead to higher-level student divergent thought and action. For convergent thought and action, the results were less conclusive. An implication of the findings is that (research into) music education could benefit from interventions aimed at enhancing autonomy support in primary school music.

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“…For example, researchers have asked how individual and instructor factors continuously interact to influence student learning and how changes in learning influence shifts in interaction patterns (e.g., van Vondel, Steenbeek, van Dijk, & van Geert, 2016). Researchers have also investigated how interaction dependencies form between teachers and students during learning situations and asked questions about the cyclical nature of interactions and how classroom learning characteristics emerge from discrete moment-to-moment interactions (Pennings & Mainhardt, 2016; Turner, Christensen, Kackar-Cam, Trucano, & Fulmer, 2014).…”

Section: Cs Research Designmentioning

confidence: 99%

Complex Systems Research in Educational Psychology: Aligning Theory and Method

Hilpert

Marchand

2018

Educational Psychologist

145

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The purpose of this work is to provide an overview of complex systems research for educational psychologists. We outline a philosophically and theoretically sourced definition of complex systems research organized around complex, dynamic, and emergent ontological characteristics that is useful and appropriate for educational psychology. A complex systems approach is positioned as a means to align underexplored elements of existing theory with appropriate interaction dominant theoretical models, research methods, and equation-based analytic techniques. We conclude with a brief discussion of several foundational topics for complex systems research in educational psychology.

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“Looking at” Educational Interventions: Surplus Value of a Complex Dynamic Systems Approach to Study the Effectiveness of a Science and Technology Educational Intervention

Cited by 10 publications

References 48 publications

Children’s Creativity: A Theoretical Framework and Systematic Review

Children’s Creativity: A Theoretical Framework and Systematic Review

Exploring the relation between teacher autonomy support and children’s musical creativity

Complex Systems Research in Educational Psychology: Aligning Theory and Method

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