A Study on the Development of Group Creativity for Elementary Science Gifted Students through Application of Empathy-Based Design Thinking Program

2018 ◽  
Vol 28 (2) ◽  
pp. 259-283
Author(s):  
Youngjin Woo ◽  
Jihyun Yoon ◽  
Seong-Joo Kang
Keyword(s):  
Elementary Science ◽  
Design Thinking ◽  
Gifted Students ◽  
Group Creativity

scholarly journals Fostering group creativity through design thinking projects

2019 ◽  
pp. 378-392
Keyword(s):  
Graduate Students ◽  
Design Thinking ◽  
Group Creativity ◽  
Pedagogical Strategies ◽  
Team Projects ◽  
Analytical Thinking ◽  
Creativity Research ◽  
Interpersonal Understanding ◽  
And Training

The purpose of this study was to develop team projects in design thinking, for promotion and examination with the cultivation of group creativity. Research was conducted during the spring of 2017, with sixteen graduate students. Using artifact-based interviews, we analyzed the development of group creativity during the five stages of design thinking: understanding knowledge, empathizing, sharing perspectives, generating ideas, and prototyping. Results showed that analytical thinking was present throughout the overall project, while factors related to group creativity (such as learner orientation, interpersonal understanding, and flexibility) were observed at different rates as the project progressed. Results suggest that such pedagogical strategies as idea checking and training for applicability are necessary in order to foster group creativity.

Reconceptualizing Professional Learning Within the Gifted Field: Exploring the Instruct to Innovate Model

2020 ◽  
Vol 43 (3) ◽  
pp. 193-226
Author(s):  
Robyn Spoon ◽  
Lisa DaVia Rubenstein ◽  
Kate Shively ◽  
Krista Stith ◽  
Margaret Ascolani ◽  
...  
Keyword(s):  
Professional Learning ◽  
Design Thinking ◽  
Summer Camp ◽  
Gifted Students ◽  
Learning Theories ◽  
Secondary Sources ◽  
School Year ◽  
Adult Learning Theories ◽  
Powerful Learning ◽  
Affective Skills

Effective gifted education should incorporate opportunities for gifted students to develop creative and critical thinking along with academic and affective skills. Professional learning (PL) supporting these outcomes is not consistently successful. Therefore, this study pilots a new PL model called Instruct to Innovate (I2I) to support teachers’ efforts in facilitating gifted students’ development. This model integrates the Design Thinking Model and adult learning theories. Teachers participated in a multiphase intervention, including a 2-week PL summer camp with subsequent bimonthly meetings throughout the school year. Teachers’ reflections, captured in focus groups, along with secondary sources of corroborating data were collected. Through qualitative analyses, teachers recognized key design principles (i.e., human-centeredness, bias towards action, collaborative nature, and mindfulness of the process) within the PL model, their practice, and their students. These findings provide initial evidence that this approach may support educators’ efforts as they provide powerful learning experiences for gifted students.

Using Technology to Teach Gifted Students in a Heterogeneous Classroom

2016 ◽  
pp. 1426-1442
Author(s):  
Edward L. Shaw Jr. ◽  
Rebecca M. Giles
Keyword(s):  
General Education ◽  
Gifted And Talented ◽  
Elementary Science ◽  
Teacher Educators ◽  
Gifted Students ◽  
Interactive Whiteboards ◽  
Science Lesson ◽  
Science Content ◽  
Teacher Training Programs ◽  
Talented Students

The answer to educating gifted and talented students in heterogeneous classrooms may lie, at least partially, in using instructional technology to motivate learning and enrich lessons. This case study explores one aspect of effective instruction for gifted second graders during lessons conducted in their general education classrooms. This chapter summarizes the development and delivery, students' performance and perceptions, and professional implications of an elementary science lesson utilizing interactive whiteboard technology to convey science content and elicit participation. It also emphasizes the importance of teacher educators' modeling the use of interactive whiteboards for the purpose of differentiating instruction in teacher training programs to better prepare future teachers for the diverse learners who will fill their classrooms.

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