Application of creative thinking skills (Cts) in STEAM-based activities in a Hong Kong school: instrument adopted, attitudes changed and principles derived

Application of creative thinking skills (Cts) in STEAM-based activities in a Hong Kong school: instrument adopted, attitudes changed and principles derived

• Lo, Kit Mei Jammie The Education University of Hong Kong

2020

• F 教與學
  • FC 批判思考、學習技巧、時間
• L 教育測量及評鑑
  • LA 智力、能向及性向測量

Creative Thinking STEAM Education Human-centred Design Instruments Makey Makey Creative Learning Model

• Hong Kong

• 1997.7 onwards

• 小學教育

The purpose of this study is to examine students’ creative thinking skills in STEAM-based activities by using the Makey Makey invention kit in designing the human-centred design instruments (HCDIs). Human-centred design is a process of designing for people (IDEO, 2011). This research aims to investigate the application of students’ creative thinking skills in developing solution to problem in human perspectives in everyday life through designing the human-centred designed instruments with the combination of creative exchange of knowledge and personal experiences between the designers (students) and users in different age group.Data were collected from 264 adolescent females (n = 264) in the age between 11 and 13, who had participated in the STEAM-based activities in a Hong Kong local secondary school. The STEAM project was provided through the school curriculum to examine the students’ level of creative thinking across disciplines in designing the human-centred design instruments (HCDIs) with Makey Makey to match the actual needs of different age groups, including children (aged 3-6), adults and elderly (aged over 65). The research objectives are concerned with the students’ involvement and attitude in participating the STEAM-based activities as well as their application of their creative thinking skills in the real-world context. The students’ experiences of thinking creatively were investigated through the five stages of creative thinking under the framework of “Creative Learning Spiral” by Mitch Resnick (2007) in STEAM-based activities in Hong Kong context.Pre- and post-treatment attitudinal questionnaires, two class observations and four interviews with both teachers and students were conducted to examine the change of students’ attitude towards creative thinking. Data findings revealed that 1) a slight increase in the students’ level of attitude change towards creative thinking through designing the human-centred design instruments (HCDIs) with the invention kit Makey Makey after participating the STEAM project was shown in the dimensions of originality, flexibility, fluency and elaboration based on the modification of the creativity measurement framework from the Runco Ideational Behavior Scale (RIBS). 2) creative thinking was promoted through experiencing the real world and tackling the actual problem in the stage of imagine, create, play, share and reflect which were suggested from the framework of Creative Learning Spiral by Mitch Resnick (2007).Based on the literature and results shown in this paper, a STEAM-specific Creative Learning-thinking Model (CLTM) in 10 guiding principles for the curricular design in STEAM-based activities was built and further explained the complexity happened within each stage in the application of the STEAM context, based on the framework of Creative Learning Spiral by Mitch Resnick (2007), with the consideration of the availability of tool and the students’ attitude throughout the STEAM project in Hong Kong context. A set of assessment rubrics was designed for in-service teachers in implementing the STEAM-based activities in classroom settings. All rights reserved.

EdD

The Education University of Hong Kong

Hong Kong

• 英文

博碩士論文

https://bibliography.lib.eduhk.hk/tc/bibs/69e246f3

2020-12-10