Authorised Cheat Sheets in Undergraduate Biology: Using Pictographic Organisers to Foster Student Creative Cognition

Autor/inn/en	Oliveira, Alandeom W.; Brown, Adam O.; Day, Katelyn; Saviolli, Rebecca; Campbell, Savannah Joh; Potkins, Heather; Weld, Joanna M.
Titel	Authorised Cheat Sheets in Undergraduate Biology: Using Pictographic Organisers to Foster Student Creative Cognition
Quelle	In: Review of Education, 10 (2022) 3Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Oliveira, Alandeom W.) ORCID (Potkins, Heather)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1002/rev3.3380
Schlagwörter	College Science; Undergraduate Study; Creative Thinking; Biology; Teaching Methods; Visual Aids; Freehand Drawing; Science Tests; Creativity; Program Effectiveness + Suchen Sie Ihr Suchwort? Grundstudium; Kreatives Denken; Biologie; Teaching method; Lehrmethode; Unterrichtsmethode; Anschauungsmaterial; Drawing; Zeichnen; Kreativität
Abstract	Science student development of creative thinking ability is not sufficiently promoted and can even be inadvertently discouraged by current methods of instruction. Aimed at addressing this issue, the present study examined an undergraduate biology course in which scientific content instruction and creative drawing were integrated through use of authorised cheat sheets (personalised visual aids that students draw to bring for consultation during course examinations). Through a mixed-method analysis, we sought to identify the forms of student cognition that resulted, and how effective this pedagogical strategy was in promoting student creativity. Results indicate predominance of intermediary levels of student creative performance centred on the alteration of ideas and images encountered during the course (83% of drawings). In contrast, creation of original and novel images was considerably less frequent (only 6% of drawings). Authorised cheat sheets were found to be effective as a pedagogical tool for promoting student creativity in the form of structured imagination. Rather than limitless and unconstrained, the resulting student creativity was structured (constrained) by existing conceptual knowledge. Illuminating the relationship between pedagogical tools in a science classroom and students' emergent creativity, the present study underscores the critical need for educators to support student development as future creative professionals. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01