Students’ Innovative Thinking and Their Perceptions About the Ideal Learning Environment

Barak, Miri; Morad, Sigal; Ragonis, Noa

doi:10.1007/978-94-007-7287-8_10

Cited by 13 publications

(8 citation statements)

References 14 publications

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“…This research enhances our understanding of the effects of leadership on organizational learning processes, two important, but heretofore largely separately researched topics (Crossan et al, 2011). Specifically, despite previously considered theoretical links between leadership and organizational learning phenomena (Da'as and Qadach, 2018a;Vera and Crossan, 2004), there have been only a few studies examining such links, and specifically innovative behavior-the cognitive process that leads to the application of new or significantly improved ideas (Barak et al, 2013), which is viewed as central to learning and working in today's global and rapidly changing environment (Tang and Werner, 2017). In other words, where principals perceive themselves as having the ability to think and behave innovatively, create and lead an effective learning climate, their teachers will be more involved in school learning processes.…”

Section: Discussionmentioning

confidence: 76%

Teacher's withdrawal behavior: examining the impact of principals' innovative behavior and climate of organizational learning

Da’as

Watted

Barak

2020

IJEM

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PurposeThe study aims to test an innovative model that explores the direct and indirect relationships between principals' innovative behavior, climate of organizational learning and a teacher's intent to leave his or her school and take a voluntary absence.Design/methodology/approachData were collected from a survey of 1,529 teachers from 107 Arab elementary schools randomly selected from the database of the Israeli educational system. To test the proposed multilevel model, we conducted multilevel structural equation modeling (ML-SEM).FindingsThe analysis confirmed that organizational learning climate is a prominent mediator between principals' innovative behavior and a teacher's intent to leave and his/her voluntary absence.Originality/valueThis research advances our understanding of leaders' innovative construct in an educational context and adds to the body of research directed at identifying administrative support and work-related factors that may negatively relate to a teacher's absenteeism or intent to leave and are amenable to leadership intervention.

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Section: Discussionmentioning

confidence: 76%

Teacher's withdrawal behavior: examining the impact of principals' innovative behavior and climate of organizational learning

Da’as

Watted

Barak

2020

IJEM

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“…Innovative. The process of performing changes to something by presenting something new (Barak, Morad & Ragonis, 2014).…”

Section: Stem Ways Of Thinkingmentioning

confidence: 99%

Prospective teachers' design of STEAM learning units: STEAM capabilities' analysis

Anabousy

Daher

2022

J. Technol. Sci. Educ.

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STEM education is a new field within which understandings of what constitutes effective practice, and how this can be supported, are still in their infancy. The present research describes the experiences of prospective elementary school teachers in designing collaboratively STEM activities. This designing experiences occurred in a context of a PD program called "Introduction to STEM education". During the STEM PD program, the pre-service teachers worked in six groups. Each group included three pre-service teachers who worked together throughout the PD program. Three written STEM units of three groups were chosen to be analyzed. In analyzing the STEM units, we referred to the STEM capabilities which consists of three components: STEM knowledge, skills and ways of thinking. The findings show different possibilities that STEM education can afford for task design. In terms of the integration of disciplines, the three analyzed units included activities in which, mostly, at least two disciplines were dominant. In terms of STEM skills, the designed unites targeted mainly the individual learning STEM skill instead of collaborative skills, which emphasize the need to pay special emphasis to this issue. Finally, in terms of STEM ways of thinking, analytical and evidence-based ways of thinking prevailed in the three units. The previous findings point at the importance of support for pre-service teachers to design STEM activities for implementation in their classrooms.

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“…According to Sawyer (2006), innovation is an outcome of an innovation process whereby collaboratively created ideas are transformed into a single product or other end result, often through interactions with several stakeholders. As a cognitive process, Barak et al (2013) viewed innovative thinking that leads to implementing new or significantly improved ideas. While Drucker (2007) believes that innovation has the ability to put different products out of the ordinary and commercialization, it requires thinking outside of the patterns in mind, go beyond the standard thinking style and develop original practical ideas with use-value (Çellek, 2002).…”

Section: Innovation Skillsmentioning

confidence: 99%

Development and Evaluation of Design Thinking-based Learning Packets for Enhancing Innovation Skills

Monreal,

Panoy

2023

IJSTEM

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Innovation skills such as creativity, empathy, experimentation, communication and collaboration are vital for the 21st century learners. Hence, this study determined the effectiveness of design thinking-based learning packet in enhancing the innovation skills of grade 11 learners. Descriptive statistics and t-test were utilized to look at associations between the pretest–posttest and survey questionnaire. The pretest and posttest results measured the effectiveness of the learning packet in enhancing the innovation skills of the learners, whereas the survey results were utilized to describe the students’ innovation skills. A content validation tool from the Department of Education was utilized to determine the level of acceptability of the learning packet before its usage. The findings indicated that the level of acceptability of the learning packet was very high which implies that the experts recommend its use. The survey results showed that students’ innovation skill is high while the pretest and post-test showed a significant difference in all terms. The findings suggest the use of design thinking-based learning packet as a supplemental learning material in teaching Physical Science to enhance the innovation skills of learners.

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Students’ Innovative Thinking and Their Perceptions About the Ideal Learning Environment

Cited by 13 publications

References 14 publications

Teacher's withdrawal behavior: examining the impact of principals' innovative behavior and climate of organizational learning

Teacher's withdrawal behavior: examining the impact of principals' innovative behavior and climate of organizational learning

Prospective teachers' design of STEAM learning units: STEAM capabilities' analysis

Development and Evaluation of Design Thinking-based Learning Packets for Enhancing Innovation Skills

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