Formation of group creative thinking when working with virtual walls

Abstract

The problem and the aim of the study. Preparing a graduate capable of individual creative thinking, ready to work in a team, and to manage changes, projects, teams is one of the most important tasks that digital school teachers face. The effectiveness of its solution depends on the experience of collaboration, tools of virtual interaction, the formation of group thinking. The authors propose to use collective virtual walls to form group creative thinking as an important skill corresponding to the conditions of uncertainty of the future. Research methods. To activate cognition, create favorable conditions for creativity and discoveries when working together, methods of group interactive learning are used (demonstration in a remote mode of interaction, online discussion, project presentations, work on a collective virtual wall). The study was carried out on the basis of gymnasium No. 2 in Kirovo-Chepetsk. As a software tool to support online collaboration and co-creative discovery, the Trello service (https://trello.com/) was used. As a method for statistical processing of the experimental data, the Pearson’s χ2 (chi-square) criterion was used. Results. In the experimental group, students used collective virtual walls to obtain theoretical information, complete practical tasks in an interactive online environment, creative search and experience of collective discovery, group reflection and presentation of team projects. The assessment of the levels of formation of group creative thinking was carried out and statistically significant differences in the qualitative changes that occurred in the pedagogical system were revealed, χ2 emp. 2 > χ2crit0.05 (6.89 > 5.99). In conclusion, the authors generalized the conditions under which joint activity over a collective virtual wall contributes to the formation of group creative thinking. The conditions are: awareness of the meaning and motives of joint activity; the need for self-expression and active participation in the discussion; work according to a general plan; analysis of the progress of an individual task and the entire collective project; control and self-control; direct interpersonal communication, virtual communication, etc.

Formation of creative thinking of schoolchildren using interactive timelines in the conditions of additional education

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