Turvey, K. (2006). Towards deeper learning through creativity within online communities in primary education. Computers & Education, 46(3), 309-321.
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Peppler, K. A., & Solomou, M. (2011). Building creativity: Collaborative learning and creativity in social media environments. On the Horizon, 19(1), 13-23.
Eteläpelto, A., & Lahti, J. (2008). The resources and obstacles of creative collaboration in a long-term learning community. Thinking Skills and Creativity, 3(3), 226-240.
Damsa, C. I., Kirschner, P. A., Andriessen, J. E. B., Erkens, G., & Sins, P. H. M. (2010). Shared epistemic agency: An empirical study of an emergent construct. The Journal of the Learning Sciences, 19(2), 143-186.
[Notes]
The concept of emergence is becoming increasingly important in many fields that study complex systems, including biology, meteorology, and cognitive science. In an emergent system, interaction among constituent components leads to overall system behavior that could not be predicted from a full and complete analysis of the individual components of the system. Group behavior must be thought of as emergent in those cases where there is not a structured plan guiding the group and where there is no leader who directs the group (Sawyer, 1999). A small but growing group of psychologists, generally known as socioculturalists, have begun to draw on such theories to draw on such theories to study human action from an interdisciplinary perspective. The concept of emergence has always been a central theme among socioculturalists, who argue that social groups are emergent phenomena and cannot be understood by analyzing the individual members of the group. Socioculturalists are fundamentally concerned with individual agency and with the processes of interaction and communication that give rise to these emergent phenomena--what social theorists sometimes refer to as the "micro-macro" issue (Knorr-Cetina & Cicourel, 1981). Read and prepare questions for Discussion on December, 7th, 2013
Due on 12/13/2013 A critical analysis of the theoretical frameworks used in qualitative studies which deal with a similar topic. You should find 6 published studies and analyze the theories used by the writers. Theory is explanatory and offers a researcher a way of connecting research to larger issues and to discussions in the field. The theories selected by the research should be reflected in the research questions, methods, and conclusions. You analysis should include some background information on the theory used by each author and how well the authors used the theories to frame the studies you selected. Your goal is to critically examine how well the theory or theories informed each study. Having a clear set of criteria for evaluating each study is helpful. Your paper should be about 18 pages in length, double-spaced, and follow APA guidelines. You should have a cover sheet, a 100-word abstract, and a list of sources. Structure of the paper:
Research questions: creative thinking, collaborative creativity, creative collaboration
Zhou, C., & Luo, L. (2012). Group creativity in learning context: Understanding in a social-cultural framework and methodology. Forsyth, D. R. (2013). Group dynamics. Belmont, CA: Cengage Learning. Main Library: HM 716F672010
[Abstract] Supporting creative collaboration in the classroom is considered an important objective by current education research, as growing evidence suggests that this practice is linked with the quality of learning and the development of problem solving skills. Drawing on recent advances in group creativity research, social cognition and network science, we propose a theoretical framework for studying creative collaboration that integrates the concepts of group flow and social presence. Our key hypothesis is that in order for a group to enter the creative state of flow, members must be able to develop a "we-intention", in which the actions of the individuals and those of the collective are merged (social presence). According to our model, this is a staged process, beginning with the co-construction of a shared frame within the group and culminating with the creation of a novel artifact or concept. A further assumption is that the emergence of such optimal group state is associated with structural changes in the dynamics of group interaction, which can be effectively investigated using social network analysis techniques.
Dunbar, K. (1997). How scientists think: On-line creativity and conceptual change in science. In T. B. Ward, S. M. Smith, & J. Vaid (Eds.), Creative thought: An investigation of conceptual structures and processes (pp. 461-494). Washington, DC: American Psychological Association.
Amabile, T. M. (1983). The social psychology of creativity. New York: Springer-Verlag. Main Library: BF 408 A47 1983
Amabile, T. M. (1996). Creativity in context: Update to the social psychology of creativity. Boulder, CO: Westview Press.
Evidence to support the componential model of creativity: Secondary analyses of three studies11/25/2013 Martin, T., & Sherin, B. (2013). Learning analytics and computational techniques for detecting and evaluating patterns in learning: An introduction to the special issue. Journal of the Learning Sciences, 22(4), 511-520.
Sanchez-Ruiz, M., Santos, M. R., Jimenez, J. J. (2013). The role of metaphorical thinking in the creativity of scientific discourse. Creativity Research Journal, 25(4), 361-368. [Abstract] This article critically reviews the extant literature on scientific creativity and metaphorical thinking. Metaphorical thinking is based on a conceptual transfer of relationships or mapping, from a well-known source domain to a poorly known target domain, which could result in creative outcomes in sciences. Creativity leads to products that are deemed to be novel and originals as well as useful and adaptive. After reviewing the concepts of metaphor and analogy and the types of metaphor identified in the literature, the relationships traditionally theorized between metaphors and creativity from different scientific disciplines were discussed, with special focus on the psychology of creativity. The empirical study of the links between creativity and metaphors can contribute to a better understanding of the scientific process. Promising lines for future research are advanced, such as the exploration of the relationship between the presence of certain types of metaphors in scientific theories and the level of creativity of such theories.
Cognition, computers, and synthetic science: Building knowledge and meaning through modeling11/22/2013 Theory verification is only a small aspect of scientific practice. Researchers and educators need to consider ways of engaging students that involve them in seeking to understand and explain natural phenomena. Science is the practice of trying to make sense of the world around us.
Martin, T., & Sherin, B. (2013). Learning analytics and computational techniques for detecting and evaluating patterns in learning: An introduction to the special issue. Journal of the Learning Sciences, 22(4), 511-520.
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