Promoting a mixed-design model of scientific creativity through digital storytelling—the CCQ model for creativity

Smyrnaiou, Zacharoula; Georgakopoulou, Eleni A.; Sotiriou, Sofoklis

doi:10.1186/s40594-020-00223-6

Cited by 53 publications

(45 citation statements)

References 16 publications

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“…In terms of knowledge improvement, many studies (Batanero & Borovcnik, 2016;Khazanov & Prado, 2010) testify that standard courses in stochastics do not have a great influence on probability misconceptions. Earlier studies (Chance, Ben-Zvi, Garfield, & Medina, 2007;Garfield & Ahlgren, 1988; emphasize that, although students can be very successful in calculating correct answers on probability tests, these same students frequently exhibit misunderstanding of basic ideas and concepts when making their judgments about uncertain events in real life (Smyrnaiou, Georgakopoulou, & Sotiriou, 2020). On the other hand, many studies claim that courses in probability and statistics can be very significant in solving this problem providing a different approach to teaching (Delmas, Garfield, Ooms, & Chance, 2007;Gauvrit & Morsanyi, 2014;Gigerenzer et al, 2007;Masel, Humphrey, Blackburn, & Levine, 2015;Morsanyi, Handley, & Serpell, 2013).…”

Section: Earlier Findingsmentioning

confidence: 99%

“…Despite being given explicit information about the chances, students neglected that, making their decisions based on beliefs which they expressed through comments like: "There are two options, chances are always 50-50%" or "he can be either one or the other." One of the reasons for this phenomenon can be found in the teaching practice, where many students are more exposed to events with equally probable outcomes, such as the rolling of a dice or tossing of a coin, which lead students to observe all outcomes as equally probable (Gauvrit & Morsanyi, 2014;Smyrnaiou et al, 2020).…”

Section: Tasks and Misconceptionsmentioning

confidence: 99%

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Evidence of probability misconception in engineering students—why even an inaccurate explanation is better than no explanation

2021

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Background In the rapidly changing industrial environment and job market, engineering profession requires a vast body of skills, one of them being decision making under uncertainty. Knowing that misunderstanding of probability concepts can lead to wrong decisions, the main objective of this study is to investigate the presence of probability misconceptions among undergraduate students of electrical engineering. Five misconceptions were investigated: insensitivity to sample size, base rate neglected, misconception of chance, illusory correlation, and biases in the evaluation of conjunctive and disjunctive events. The study was conducted with 587 students who attended bachelor schools of electrical engineering at two universities in Serbia. The presence of misconceptions was tested using multiple-choice tasks. This study also introduces a novel perspective, which is reflected in examination of the correlation between students’ explanations of given answers and their test scores. Results The results of this study show that electrical engineering students are, susceptible to misconceptions in probability reasoning. Although future engineers from the sample population were most successful in avoiding misconceptions of chance, only 35% of examinees were able to provide a meaningful explanation. Analysis of students’ explanations, revealed that in many cases majority of students were prone to common misconceptions. Among the sample population, significant percentage of students were unable to justify their own answers even when they selected the correct option. The results also indicate that formal education in probability and statistics did not significantly influence the test score. Conclusions Results of the present study indicate a need for further development of students’ deep understanding of probability concepts, as well as the need for the development of competencies that enable students to validate their answers. The study emphasizes the importance of answer explanations, since they allow us to discover whether students who mark the correct answer have some misconceptions or may be prone to some other kind of error. We found that the examinees who failed to explain their choices had much lower test scores than those who provided some explanation.

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Section: Earlier Findingsmentioning

confidence: 99%

Section: Tasks and Misconceptionsmentioning

confidence: 99%

Evidence of probability misconception in engineering students—why even an inaccurate explanation is better than no explanation

2021

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“…Оригинальные методические разработки представлены авторским коллективом Z. Smyrnaiou, E. Georgakopoulou, S. Sotiriou [5]. В них содержатся материалы для развития креативности, оригинальности мышления через использование цифровых средств по написанию историй.…”

Section: обзор литературыunclassified

“…убедительно доказывают, что способность к творческому, инновационному мышлению в большей или меньшей степени присуща каждому человеку [2]. Авторы предлагают для поддержки творчества и воображения включать в обучение практику разработки мобильных приложений [3], 3D-моделей [4], сторителлинг (storytelling) [5], комиксы [6], музыкальное сопровождение [7], проектирование декоративных шрифтов [8], дизайнерские конкурсы [9]. A. H. Abdullah и авт.…”

Section: Introductionunclassified

Formation of group creative thinking when working with virtual walls

Soboleva¹,

Suvorova²,

Blokhina³

et al. 2021

P Sci Edu

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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.

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“…Истории разрабатываются на основе восьмиточечной дуги: предшествующие события, импульс/старт, цель приключения, загадка/неопределённость, ключевой выбор, момент кульминации, поворот, события после приключения. Z. Smyrnaiou, E. Georgakopoulou, S. Sotiriou доказывают эффективность педагогической техники сторителлинга для изложения последовательности событий в интерактивной форме [19]. При помощи неё структура учебной задачи становится более наглядной, простой для восприятия.…”

Section: обзор литературыunclassified

Formation of universal competencies of undergraduates during development of the plot of web-quest

Zenkina¹,

Tsygankova²,

Kharunzheva³

et al. 2021

P Sci Edu

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The problem and the aim of the study. The use of innovative technologies for the development of basic personal qualities and supra-subject competencies is a priority direction for the development of the international educational environment. Web-quest is one of the applications of the gamification technology in didactics. The authors suggest that when designing a web-quest, special attention should be paid to working with the formulation of the web-quest plot as an important factor in the formation of universal competencies of undergraduates. Research methods. To determine the sequence of training actions in the development of the plot, the principles of designing the game environment of the quest, the measurement procedures, the system-activity and competence approaches were used. The experiment involved 20 students of Vyatka State University (50% boys and 50% girls) in the specialty 44.04.01 Teacher education. Informatization of education (Master's degree level). Triggers, macros, and hyperlinks are used to implement transitions. The web quest is hosted on the OneDrive. Statistical methods: G-sign test, multiple correlation analysis. Results. During the experiment undergraduates learned to identify and design the elements of the plot; to arrange events in a chronological order of presentation; to establish a logical connection between the facts; to transform the plot into a storyline and back. The empirical value of Gemp=2<Gcr=3 (for p=0.01) obtained in the estimation procedure proves that the changes in the system are not random. The coefficient (0<R1,2,3...N=0.86<1) is calculated, confirming the positive correlation of universal competencies with undergraduates performance. The evaluation of its statistical significance was done (Femp0.01=14.47>Fcrit0.01=5.29). In conclusion we summarize the problems connected with the development on the plot of the web-quest (presentation of facts in chronological order, author's detachment, etc.) and offer recommendations for their resolution: graphic and verbal visualization, numbering of events, the use of well-known literary plots.

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Promoting a mixed-design model of scientific creativity through digital storytelling—the CCQ model for creativity

Cited by 53 publications

References 16 publications

Evidence of probability misconception in engineering students—why even an inaccurate explanation is better than no explanation

Evidence of probability misconception in engineering students—why even an inaccurate explanation is better than no explanation

Formation of group creative thinking when working with virtual walls

Formation of universal competencies of undergraduates during development of the plot of web-quest

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