Creativity Development with Problem-Based Digital Making and Block-Based Programming for Science, Technology, Engineering, Arts, and Mathematics Learning in Middle School Contexts

Autor/inn/en	Weng, Xiaojing; Ng, Oi-Lam; Cui, Zhihao; Leung, Suzannie
Titel	Creativity Development with Problem-Based Digital Making and Block-Based Programming for Science, Technology, Engineering, Arts, and Mathematics Learning in Middle School Contexts
Quelle	In: Journal of Educational Computing Research, 61 (2023) 2, S.304-328 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Weng, Xiaojing) ORCID (Ng, Oi-Lam) ORCID (Cui, Zhihao) ORCID (Leung, Suzannie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
DOI	10.1177/07356331221115661
Schlagwörter	Creativity; Creative Development; 21st Century Skills; Problem Based Learning; Middle School Students; Programming; Problem Solving; Instructional Design; STEM Education; Art Education; Program Implementation; Programming Languages; Foreign Countries; Hong Kong + Suchen Sie Ihr Suchwort? Kreativität; Problem-based learning; Problemorientiertes Lernen; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Programmierung; Problemlösen; Lesson concept; Lessonplan; Unterrichtsentwurf; STEM; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Ausland; Hongkong
Abstract	Creativity, one of the cornerstones of students' 21st-century skills, is regarded as an important learning outcome of science, technology, engineering, arts, and mathematics (STEAM) education. Meanwhile, problem-based digital making (DM), which combines the child-friendly programming activities of DM with problem-solving elements, is an emerging instructional design to facilitate STEAM learning. This qualitative case study examines the implementation of a problem-based DM instructional program that used the block-based programming tool Scratch to cultivate the participants' creativity. Fifty-four middle school students (aged 10-14 years) in Hong Kong participated in the program, which totaled 10 contact hours over five consecutive weeks. Through triangulating students' DM artifacts, video recordings, field notes, and interviews, the researchers characterized the students' creative expression, examined the role of problem-based DM in encouraging creative work, and investigated the use of Scratch for mediating student creativity. The results showed that problem-based DM activities fostered students' creative expressions in the dimensions of novelty, utility, aesthetics, and authenticity. While Scratch mediated the way the students presented their solutions, it had limitations that hindered the students' digital artifact construction. The findings provide theoretical insights for framing creativity and offer practical implications for the implementation of problem-based DM in K-12 contexts. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01