Creativity development with problem-based digital making and block-based programming for science, technology, engineering, arts, and mathematics learning in middle school contexts

Creativity development with problem-based digital making and block-based programming for science, technology, engineering, arts, and mathematics learning in middle school contexts

• Weng, Xiaojing The Chinese University of Hong Kong
• Ng, Oi Lam The Chinese University of Hong Kong
• Cui, Zhihao The Chinese University of Hong Kong
• Leung, Suzannie The Chinese University of Hong Kong

Journal of Educational Computing Research, 61(2), 304-328, 2023

SAGE Publications

2023

• G 課程與教學:個別教學範疇
  • GC 數學及統計學
• G 課程與教學:個別教學範疇
  • GD 科學及科技
• G 課程與教學:個別教學範疇
  • GG 工程、製造及建築

Creativity Problem-based Learning Programming Digital Making Scratch Science, Technology, Engineering, Arts, and Mathematics Education Middle School

• Hong Kong

• 1997.7 onwards

• 小學教育
• 中學教育

Creativity, one of the cornerstones of students' 21st-century skills, is regarded as an important learning outcome of science, technology, engineering, arts, and mathematics (STEAM) education. Meanwhile, problem-based digital making (DM), which combines the child-friendly programming activities of DM with problem-solving elements, is an emerging instructional design to facilitate STEAM learning. This qualitative case study examines the implementation of a problem-based DM instructional program that used the block-based programming tool Scratch to cultivate the participants' creativity. Fifty-four middle school students (aged 10-14 years) in Hong Kong participated in the program, which totaled 10 contact hours over five consecutive weeks. Through triangulating students' DM artifacts, video recordings, field notes, and interviews, the researchers characterized the students' creative expression, examined the role of problem-based DM in encouraging creative work, and investigated the use of Scratch for mediating student creativity. The results showed that problem-based DM activities fostered students' creative expressions in the dimensions of novelty, utility, aesthetics, and authenticity. While Scratch mediated the way the students presented their solutions, it had limitations that hindered the students' digital artifact construction. The findings provide theoretical insights for framing creativity and offer practical implications for the implementation of problem-based DM in K-12 contexts. Copyright © 2023 SAGE Publications.

• 英文

期刊論文

• 07356331

• 10.1177/07356331221115661

https://bibliography.lib.eduhk.hk/tc/bibs/d2bcb2f4

2024-04-09