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Fostering creative thinking : the role of primary teachers
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Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Digital education policies in Europe and beyond: Key design principles for more effective policies
Full text linkThis report offers policy-makers in digital education evidence on how, at the national or regional level, policies can be designed and implemented to foster digital-age learning. The presented findings are the result of a mixed methodological design comprising four parts: desk-research on digital education policy, the identification of national and regional policies worldwide, six in-depth case studies, and an expert workshop. The discussion of the cases identified and studied in depth leads to the formulation of eight core-guiding principles, which can serve as a reference point for policy-makers for the design and implementation of digital education policies: 1. Follow a holistic approach targeting systemic change; 2. Establish both a long-term vision and short-term achievable goals; 3. Deploy technology as a means not an end; 4. Embrace experimentation, risk-taking and failure; 5. Consider the importance and the limits of impact assessment; 6. Involve all stakeholders in a structured dialogue; 7. Let schools and teachers have a say; 8. Build up teaching competence
Innovation Education meets conceptual change research: Conceptual analysis and instructional implications
No full textWe argue that science education designed to promote conceptual change can play an important role in an overall program of innovation education. Teaching science from a conceptual change point of view requires the development of explicit, reflective and metacognitively-guided knowledge construction and the cultivation of learning strategies for the deliberate reorganization of knowledge, such as analogy making and model-based reasoning. We argue that the creation of a classroom environment that fosters conceptual change activities in the process of learning science can help create in students a ‘conceptual change know-how schema’ which can generalize to other situations supporting knowledge-revision processes and the creation of new ideas and products.JRC.J.3 - Information Societ
An environmental, technical and economical approach for the use of shore-power in Piraeus port
Full text linkNurturing creative thinking
Full text linkAn agricultural example shows that helping people flourish is an organic and unpredictable process. Like a farmer sowing seeds, someone creates conditions for children to grow as creative and critical thinkers. Creativity cannot be taught ‘directly’, but educational practice can provide the means, opportunities and a fertile environment for the creative mind to flourish. However, fostering creativity in schools is a challenging task, especially for teachers as they have to follow innovative teaching practices and play the new roles of mentor, facilitator and orchestrator of learning. This booklet focuses on eight key principles that primary and secondary teachers can follow in order to cultivate creative thinking in students. These principles are mainly inspired from a review of evidence-based research on creativity and innovation in educational contexts, as well as from authors’ own experiences as educators and life-long learners. The eight leading principles, which can easily be followed by teachers worldwide, are the following: promote creative thinking through all school subjects; influence creative thinking through well-designed learning spaces; increase the use of open questions; engage learners in meaningful and authentic activities; enhance creativity through collaboration; make efficient use of educational technologies; allow for mistakes and sensible risk-taking; and, last but not least, learn how to assess and reward creativity. These manifold principles aim at triggering teachers’ reflection on their everyday practices and encourage them to arrange creative thinking activities that offer authentic, interdisciplinary, open, and pleasant learning experiences to all students throughout the entire curriculum.JRC.J.3 - Information Societ
Προάγοντας τη δημιουργική σκέψη: ο ρόλος των εκπαιδευτικών της πρωτοβάθμιας εκπαίδευσης
No full textWe are currently witnessing an increasing social demand for creativity in almost every field of human activity. Primary education is striving to keep pace with these new social needs and prepare creative future citizens. It is well accepted that teachers play a key role, positively or negatively, in fostering students’ creative thinking, but limited research has been conducted into this topic. Thus, the basic aim of this study was to investigate Greek primary teachers’ situated knowledge, experiences, and implicit theories of fostering students’ creative thinking, mainly through the use of empirical data. A mixture of methods was employed, including surveys, focus groups, and literature research. The data analysis revealed that teachers’ practices are influenced mainly by inconsistent implicit theories and by widespread misconceptions about creativity. In addition, several factors inhibit teachers in fostering students’ creative thinking, such as inadequate initial teacher education and in-service training and a lack of time and means. Moreover, an analysis of creativity definitions and collocations found that the emphasis is placed on its positive aspects. However, teachers reported that creativity also has its dark side and that students need to develop particular thinking skills in order to understand the potential consequences of their creative actions. Therefore, the focus of primary education should be not only to foster students’ creative thinking but also to encourage complementary types of thinking such as critical, caring, and reflective. Teachers’ situated knowledge and experiences of fostering creative thinking in real classrooms and their recommendations for a more creative education offer valuable insights and information for creativity researchers and policymakers. Conclusions drawn from this dissertation include key recommendations for fostering students’ creative-thinking skills, a comprehensive definition of creativity in the primaryeducation context, a reliable framework for e-training teachers in collaborative creativity, and a model for analysing the consequences of human creativity. The study ends with suggestions for further research.Τα τελευταία χρόνια παρατηρείται μια αυξανόμενη απαίτηση για δημιουργικότητα σε όλους τους τομείς της ανθρώπινης δραστηριότητας. Η πρωτοβάθμια εκπαίδευση πασχίζει να συμβαδίσει με τις νέες κοινωνικοοικονομικές ανάγκες και να προετοιμάσει τους δημιουργικούς πολίτες του μέλλοντος. Αν και οι εκπαιδευτικοί της πρωτοβάθμιας εκπαίδευσης παίζουν καθοριστικό ρόλο, άλλοτε θετικό και άλλοτε αρνητικό, στην καλλιέργεια της δημιουργικότητας των μαθητών, λίγες έρευνες έχουν διεξαχθεί σχετικά με τη συμβολή τους στην καλλιέργεια της δημιουργικής σκέψης των μαθητών και τις απόψεις τους για το θέμα αυτό. Η θεμελιωμένη γνώση (situated knowledge) των Ελλήνων εκπαιδευτικών πρωτοβάθμιας εκπαίδευσης και η εμπειρία τους από την προώθηση της δημιουργικής σκέψης στις σχολικές τάξεις, μπορούν να προσφέρουν χρήσιμες πληροφορίες και οπτικές στους συναδέλφους τους, σε επιστήμονες ερευνητές αλλά και στις εκπαιδευτικές αρχές όπως και στους σχεδιαστές της εκπαιδευτικής πολιτικής. Για το λόγο αυτό, ο βασικός σκοπός της διατριβής αυτής, που συναπαρτίζεται από επτά πρωτότυπες δημοσιεύσεις και μια εκτενή εισαγωγή, είναι να δώσει απαντήσεις στα εξής ερευνητικά ερωτήματα: 1. Ποιες είναι οι αντιλήψεις και οι προσωπικές θεωρίες (implicit theories) των εκπαιδευτικών της πρωτοβάθμιας εκπαίδευσης για την καλλιέργεια της δημιουργικής σκέψης; α. Πώς επηρεάζει η διδακτική εμπειρία και η ειδικότητα των εκπαιδευτικών τις αντιλήψεις και τις προσωπικές θεωρίες τους για τη δημιουργική σκέψη; β. Με ποιους τρόπους θα πρέπει να εκπαιδεύονται και να υποστηρίζονται στο έργο τους οι εκπαιδευτικοί της πρωτοβάθμιας εκπαίδευσης ώστε να μπορούν να καλλιεργούν τη δημιουργική σκέψη των μαθητών; 2. Ποιον τύπο δημιουργικότητας θα πρέπει να προωθούν οι εκπαιδευτικοί στο πλαίσιο της πρωτοβάθμιας εκπαίδευσης και γιατί; 3. Τι προτείνουν οι Έλληνες εκπαιδευτικοί της πρωτοβάθμιας εκπαίδευσης για την καλλιέργεια της δημιουργικής σκέψης των μαθητών; Η έρευνα αξιοποίησε τέσσερις διαφορετικές ερευνητικές μεθόδους για να συλλέξει και να αναλύσει πολύπλευρα εμπειρικά δεδομένα ώστε να διερευνηθούν σε βάθος τα ερευνητικά ερωτήματα: επισκόπηση με ερωτηματολόγια (survey), βιβλιογραφική έρευνα (literature research), ομάδες εστιασμένης συζήτησης (focus groups) και έρευνα δράσης (action research). Τριακόσιοι (300) Έλληνες εκπαιδευτικοί της πρωτοβάθμιας εκπαίδευσης -με ποικίλα χαρακτηριστικά ως προς την ειδικότητα, την εργασιακή σχέση, τη μόρφωση και τη διδακτική εμπειρία-, πήραν μέρος στην πρώτη φάση της έρευνας που διεξήχθη με ερωτηματολόγια. Είκοσι ένας (21) από αυτούς πήραν μέρος και στην τελευταία φάση συμμετέχοντας στις ομάδες εστιασμένης συζήτησης. Εκατόν είκοσι οκτώ (128) εκπαιδευτικοί της πρωτοβάθμιας και δευτεροβάθμιας εκπαίδευσης έλαβαν μέρος στην έρευνα δράσης που αποτέλεσε την τρίτη φάση της έρευνας. Η ανάλυση των ερευνητικών δεδομένων αποκαλύπτει ότι οι εκπαιδευτικοί της πρωτοβάθμιας εκπαίδευσης επηρεάζονται σε σημαντικό βαθμό από αντιφατικές, προσωπικές θεωρίες τις οποίες διαμορφώνουν επηρεαζόμενοι, περισσότερο, από διαδεδομένες παρανοήσεις για τη φύση της ανθρώπινης δημιουργικότητας παρά βασιζόμενοι στα πορίσματα της σύγχρονης έρευνας και τις σχετικές επιστημονικές θεωρίες
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