Using Computer-Based Cognitive Mapping to Improve Students' Divergent Thinking for Creativity Development

Autor/inn/en	Sun, Meng; Wang, Minhong; Wegerif, Rupert
Titel	Using Computer-Based Cognitive Mapping to Improve Students' Divergent Thinking for Creativity Development
Quelle	In: British Journal of Educational Technology, 50 (2019) 5, S.2217-2233 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wang, Minhong)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.12825
Schlagwörter	Computer Uses in Education; Cognitive Mapping; Creative Thinking; Creative Development; High School Students; Visualization; Concept Formation + Suchen Sie Ihr Suchwort? Computernutzung; Kreatives Denken; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Visualisation; Visualisierung; Concept learning; Begriffsbildung
Abstract	Creativity is increasingly considered to be an important goal of education. While creativity can be influenced by many noncognitive factors (eg, personality and motivation), creative thinking remains the most important source of creativity. Creative thinking combines several cognitive processes leading to the generation and selection of new and useful ideas or solutions. Divergent thinking or the ability to generate a range of alternative ideas, is a necessary component of creative thinking. Research has explored cognitive strategies to activate divergent thinking. However, such strategies are often abstract and difficult to implement. This study proposes a computer-based cognitive mapping approach to improving divergent thinking as a response to this challenge. The approach enables students to build a computer-based cognitive map that can foster divergent thinking by associating unrelated concept, object or situation (COS), by decomposing a COS into rich details for viewing it from divergent perspectives, and by combining and changing COSs. A quasi-experiment was conducted with high school students. The results have shown promising effects of the approach on improving students' performance and perceived competence in divergent thinking. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01