Measuring challenge, fun and sterility on a ‘phunometre’ scale: evaluating creative teaching and learning with children and their student teachers in the primary school

Elton-Chalcraft, Sally; Mills, Karen L.

doi:10.1080/03004279.2013.822904

Cited by 17 publications

(18 citation statements)

References 10 publications

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“…Not dissimilarly in the UK, Elton-Chalcraft and Mills (2015) reported that some children found responding to imaginative scenarios difficult and the openness unsettling.…”

Section: A Climate Of Opennessmentioning

confidence: 99%

Creative pedagogies: a systematic review

Cremin

Chappell

2019

Research Papers in Education

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This paper is a critical systematic literature review of empirical work on creative pedagogies from 1990-2018. It responds to the increased international attention being afforded creativity and creative pedagogies in research, policy and practice and examines the evidence regarding creative pedagogical practices and the potential impact of these on students' creativity. The methodology encompassed four stages. Firstly, an educational database keyword search was undertaken and 801 papers identified, manual searches added 12 further papers. Secondly, through applying inclusion/exclusion criteria, 89 papers were identified for closer scrutiny; these papers focused on students aged 0-18 years in formal educational settings and were peer-reviewed reports of empirical work. Thirdly, these papers were subjected to in-depth review and rating, this reduced the included selection to 35 papers. Finally these papers were subject to further analysis and synthesis.The findings reveal that seven interrelated features characterise creative pedagogical practice, namely: generating and exploring ideas; encouraging autonomy and agency; playfulness; problem-solving; risk-taking; co-constructing and collaborating; and teacher creativity. The paper also reveals that the evidence for the impact of these pedagogical practices on students' creativity is inconclusive. It highlights the complexities and challenges of documenting creative pedagogies in the years of formal schooling and concludes with key recommendations and implications for research, policy and practice.

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“…Not dissimilarly in the UK, Elton-Chalcraft and Mills (2015) reported that some children found responding to imaginative scenarios difficult and the openness unsettling.…”

Section: A Climate Of Opennessmentioning

confidence: 99%

Creative pedagogies: a systematic review

Cremin

Chappell

2019

Research Papers in Education

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“…Juliet’s aim was to promote a learning atmosphere in which children had choices on how to learn, and where they were active participants in their own learning (Ferrari & Wyse, 2016). In keeping with writing that links creativity to enhanced pupil satisfaction, self-motivation and performance, she placed emphasis on ‘how’ rather than simply ‘what’ they learned (Elton-Chalcraft & Mills, 2015).…”

Section: Resultsmentioning

confidence: 99%

Creativity in primary schools: An analysis of a teacher’s attempt to foster childhood creativity within the context of the Scottish Curriculum for Excellence

Kyritsi

Davis

2020

Improving Schools

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The importance of creativity in education has been increasingly recognised by policy-makers and, as contemporary research argues, the way curricula are organised and implemented impact on children’s creativity. Scotland has recently introduced a new curriculum, the ‘Curriculum for Excellence’ (CfE), but there has yet been no research on how the implementation of the CfE has impacted on childhood creativity. This paper uses qualitative data (field-notes and interview transcripts) – from a case study conducted in one Scottish primary school classroom with 1 teacher and 25 children aged 11–12 – to explore what cultural and structural issues influence childhood creativity. This paper is primarily based on teacher’s data and also includes data from seven children. The study found that the CfE can be implemented in both rigid and flexible ways and that structural barriers to creativity emerge when, amongst other causes, cultivation of skills within a tick-box system is perceived as more important than exploration and risk-taking, and when teachers are pressured to evidence the outcomes of their work. This paper concludes that the cultivation of creativity requires schools to build participatory frameworks which leave space for reflection and co-construction and which value diversity, equity and collaboration.

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“…Perhaps it is all summarised succinctly, by one of the interviewed students who, when asked why he preferred the HGC over non-digital approaches to mathematics, simply responded: "Because it's more fun -it encourages you to do more!" Further, as Elton-Chalcraft and Mills (2013) in their exploration of creative and fun curriculum, found: "Children, students and teachers all agreed learning is more effective when children have more control over their learning and when activities and learning environment were both fun and challenging" (p. 495). Thus, the implication for teachers, and teacher educators, is to look beyond technology specifically designed for classrooms to the technology that our students choose to access away from these settings.…”

Section: Resultsmentioning

confidence: 99%

“…Whereas 'fun' has rung classroom alarm bells for educators in generations past (Harp & Mayer, 1998), it is now seen as appropriate in well-structured learning environments (Elton-Chalcraft & Mills, 2013;Mathers, 2008). There is mounting evidence that the strategic and thoughtful implementation of digital games has the capacity to facilitate a fun and productive environment for learning mathematics (Kebritchi et al, 2010;Somyürek, 2015).…”

Section: Digital Games and Mathematicsmentioning

confidence: 99%