Becoming Original: Effects of Strategy Instruction

Autor/inn/en	van de Kamp, Marie-Thérèse; Admiraal, Wilfried; Rijlaarsdam, Gert
Titel	Becoming Original: Effects of Strategy Instruction
Quelle	In: Instructional Science: An International Journal of the Learning Sciences, 44 (2016) 6, S.543-566 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-4277
DOI	10.1007/s11251-016-9384-y
Schlagwörter	Metacognition; Creative Activities; Creative Thinking; Intervention; Brainstorming; Pretests Posttests; Control Groups; Experimental Groups; Secondary School Students; Teaching Methods; Educational Strategies; Cohort Analysis; Replication (Evaluation); Instructional Effectiveness; Foreign Countries; Team Teaching; Statistical Analysis; Multivariate Analysis; Netherlands + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Kreatives Denken; Sekundarschüler; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrstrategie; Kohortenanalyse; Unterrichtserfolg; Ausland; Teamteaching; Statistische Analyse; Multivariate Analyse; Niederlande
Abstract	Visual arts education focuses on creating original visual art products. A means to improve originality is enhancement of divergent thinking, indicated by fluency, flexibility and originality of ideas. In regular arts lessons, divergent thinking is mostly promoted through brainstorming. In a previous study, we found positive effects of an explicit instruction of metacognition on fluency and flexibility in terms of the generation of ideas, but not on the originality of ideas. Therefore, we redesigned the instruction with a focus on building up knowledge about creative generation strategies by adding more complex types of association, and adding generation through combination and abstraction. In the present study, we examined the effects of this intervention by comparing it with regular brainstorming instruction. In a pretest-posttest control group design, secondary school students in the comparison condition received the brainstorm lesson and students in the experimental condition received the newly developed instruction lesson. To validate the effects, we replicated this study with a second cohort. The results showed that in both cohorts the strategy instruction of 50 min had positive effects on students' fluency, flexibility and originality. This study implies that instructional support in building up knowledge about creative generation strategies may improve students' creative processes in visual arts education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01