Teaching Innovation and Creativity, or Teaching to the Test?

Fjortoft, Nancy; Gettig, Jacob P.; Verdone, Melinda

doi:10.5688/ajpe7423

Cited by 10 publications

(6 citation statements)

References 7 publications

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“…The fourth hypothesis, that PBP can promote all dimensions of innovative thinking, was well supported. Innovation involves transforming an idea into a useful product or system (Pavitt, 2003), that is, the process of putting creative ideas into practice (Rickards, 1985;Fjortoft et al, 2018). Students under PBP are product-oriented, and after generating product prototypes through creative stimulation, they can realize new, unique, and meaningful ideas, consider their feasibility and value through product iterative design, and conduct value assessment and opportunity identification, in which innovative thinking is well trained.…”

Section: Product-based Pedagogy Helps To Improve Students' Innovative...mentioning

confidence: 99%

Effect of product-based pedagogy on students’ project management skills, learning achievement, creativity, and innovative thinking in a high-school artificial intelligence course

Zhan

Shen²,

Lin³

2022

Front. Psychol.

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The purpose of this study is to explore the effectiveness of product-based pedagogy (PBP) on students’ creativity and innovative thinking in artificial intelligence (AI) education. A seven-step model (i.e., phenomenon, problem, plan, prototype, product, presentation, price) in accordance with PBP was proposed, in which the key function of the product as a linkage between creativity and innovation was emphasized. A total of 209 students from a major high school in South China were randomly assigned to a treatment group with PBP and a control group with direct instruction. Results indicated no significant difference was found in students’ learning performance; however, students in the treatment group performed significantly better than the control group in terms of students’ project management skills, creativity, and innovative thinking. This research validates the feasibility and effectiveness of the PBP and highlights its advantages for high-school AI education, which indicates a new direction for cultivating creative and innovative talents.

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Section: Product-based Pedagogy Helps To Improve Students' Innovative...mentioning

confidence: 99%

Effect of product-based pedagogy on students’ project management skills, learning achievement, creativity, and innovative thinking in a high-school artificial intelligence course

Zhan

Shen²,

Lin³

2022

Front. Psychol.

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“…It was determined that an individual's education level was positively associated with entrepreneurial success (van der Sinis et al, 2005). However, scholars argued that entrepreneurship was not encouraged in the formal education system, but rather, for students' employment preparation (Kourilsky, 1995;Spinelli & Adams, 2016;Weber, 2011); in other word, education even suppresses an individual's creativity and entrepreneurship (Chamard, 1989;Fjortoft et al, 2018;Plaschka & Welsch, 1990) in Taiwan and Germany. To address this issue, specialized entrepreneurship education was integrated into the curricula of secondary and tertiary institutions in Germany (Klandt et al, 2008).…”

Section: Entrepreneurship In Vocational Educationmentioning

confidence: 99%

Constructing the Assessment Scale of Youth’s Restaurant Entrepreneurship Competency: The Case of Taiwan

Yuan

2020

Sage Open

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Due to the dramatic rise in the entrepreneurship trend both in education and industry, there is a high growth in the tourism and hospital industry. But the valid tool for assessing talent’s entrepreneurship competence wasn’t available. Thus, the aim of this study is to construct an assessment scale for youth’s Restaurant Entrepreneurship Competency (REC) in Taiwan. Methods with qualitative step consisted of expert in-depth interview and Delphi technique which gained 35 original items and 5 domains. It shows the patterns of REC. The quantitative step involved students of universities as participants in the pre-test and survey. The collected 762 valid data were used for exploratory factor analysis, item analysis, and confirmatory factor analysis. Finally, a total of 29 items passed in the examination and named the “REC Scale.” It could be used to assess youth’s REC, and provide educational resources or designed curriculum for talent cultivation.

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“…Teaching course material can, and should, be done creatively as it typically makes it more meaningful for the students and is associated with student achievement, academic success, and cognitive development (Rinkevich, 2011). Learning to think creatively and critically is important in the health sciences as new diseases and public health issues have called for more inventiveness in the field to help create new solutions for emerging problems and overcome certain challenges and make ethical decisions (Chan, 2013; Fjortoft et al, 2018). To help prepare students to work in a professional field, educators can start to use creative teaching tools to help foster a mindset that challenges students to think creatively and critically.…”

Section: Introductionmentioning

confidence: 99%

Effects of using superheroes in an undergraduate human anatomy curriculum

Grachan

Marek

Cray

et al. 2023

Anatomical Sciences Ed

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Students often find human anatomy courses to be difficult due to the large amount of content covered at a fast pace, which can result in students failing to retain pertinent information. Superheroes are at the forefront of today's popular culture, with many students identifying with specific characters. Utilizing aspects of students' lives, or their agency, that they can resonate with in the classroom, such as their interests in superheroes or personal connections to fictional characters, may help drive students' motivation to learn course content. This study investigated if the use of superheroes in an anatomy curriculum helped undergraduate students learn, apply, and improve their anatomical knowledge. Two courses at The Ohio State University—Columbus Campus, one with a superhero‐based curriculum and one with a traditional anatomy curriculum were compared over three semesters using quizzes and survey data. Results from this project found that the use of superheroes/pop culture in anatomy education is an effective way to teach content. The study also showed that most students found the use of superheroes increased their motivation to learn, helped them gain a deeper understanding of the material, and helped them find the content more approachable and enjoyable. In summary, anatomy curricula can still be taught and explained through these creative and “marvel”‐ous examples as it can help students connect the material to their own agency and drive motivation to learn.

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Teaching Innovation and Creativity, or Teaching to the Test?

Cited by 10 publications

References 7 publications

Effect of product-based pedagogy on students’ project management skills, learning achievement, creativity, and innovative thinking in a high-school artificial intelligence course

Effect of product-based pedagogy on students’ project management skills, learning achievement, creativity, and innovative thinking in a high-school artificial intelligence course

Constructing the Assessment Scale of Youth’s Restaurant Entrepreneurship Competency: The Case of Taiwan

Effects of using superheroes in an undergraduate human anatomy curriculum

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