ABSTRACT

Background

Creativity is an important skill for the future society and developing students’ creativity is an important part of science education. Working on a creative science project may help developing students’ creative abilities, and the interaction between teacher and students during the work on defining a problem and solving the problem, is an ideal forum for supporting students’ creativity.

Purpose

The purpose of the study is to get insight into how teachers respond to students’ creative ideas during the works on a creative science project, and how the interaction between teacher and students may support or inhibit students’ creative abilities.

Design and methods

Data in this study consist of 49 video-recorded interactions between two teachers and student groups working on a science project with the aim of supporting students’ creative abilities. The interactions were analyzed with the use of Conversation Analysis (CA).

Results

Analysis shows that teachers play an important role in developing students’ creative ideas. The analysis shows how teachers, after being told the students’ creative ideas, evaluates the students’ ideas as either preferred or dis-preferred according to the teacher’s own preference. The teachers’ evaluative stance towards the students’ creative ideas determines how the conversations with the students unfold and make explicit which ideas the students should work further within the project.

Conclusion

Controlling the conversation based on the teacher’s own preference may lead to missed opportunities regarding converting students’ mini-c creative ideas into little-c creative ideas. Being able to create time and opportunity to explore and develop students’ ideas, there is a need for fewer students per teacher and more focus on the process aspect of creativity rather than the product aspect.

中文翻译：

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在科学问题解决项目中支持创造力的挑战：教师与学生对话实践的研究

摘要

背景

创造力是未来社会的一项重要技能，培养学生的创造力是科学教育的重要组成部分。从事创造性科学项目可能有助于培养学生的创造能力，而师生之间在定义问题和解决问题的过程中的互动是支持学生创造力的理想论坛。

目的

该研究的目的是深入了解教师在创意科学项目中如何回应学生的创意，以及师生之间的互动如何支持或抑制学生的创意能力。

设计与方法

本研究中的数据包括 49 个视频记录的两个教师和学生小组之间的互动，他们从事一个科学项目，旨在支持学生的创造能力。使用会话分析 (CA) 分析交互。

结果

分析表明，教师在培养学生的创造性思维方面发挥着重要作用。分析表明，教师在得知学生的创意后，如何根据自己的喜好评价学生的创意是喜欢还是不喜欢。教师对学生创意的评价立场决定了与学生的对话如何展开，并明确学生应该在项目中进一步研究哪些想法。

结论

根据教师自己的喜好控制对话可能会导致错失将学生的 mini-c 创意转化为 little-c 创意的机会。能够创造时间和机会来探索和发展学生的想法，每个教师需要更少的学生，更多地关注创造力的过程方面而不是产品方面。