‘Life Below Water’ aims to establish how creative practice can provide an effective way to nurture self-efficacy and self-regulation in primary education. A constructionist approach was developed to help children explore UN Global Goal 14, through drawing, prototyping and storytelling as collaborative activities. Working in duets and quartets, a group of eight Key Stage 2 children were set the task of ‘inventing’ sea creatures with magical healing powers. The children evaluated their progress through pre and post-workshop questionnaires, and through discussions with their peers, teachers and parents. Workshop outcomes illustrate how nurturing skills in making can help foster creative agency and metacognition. Co-operating as a design team encouraged symmetrical reciprocity, self-regulation and a ‘care-full’ approach to environmental protection. The study provides guiding knowledge for prospective developments, based upon tentative findings. The time required to assess the impact of ‘Life Below Water’ is extended to enable future research efforts, by teachers and practitioners, to inform context-specific interpretations through whole-class workshops and international exchanges.

中文翻译：

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水下生活：创意实践如何在小学教育中培养个人能动性和全球公民意识？

“水下生活”旨在确定创造性实践如何提供一种有效的方式来培养小学教育中的自我效能感和自我调节能力。开发了一种建构主义方法，通过绘画、原型制作和讲故事作为协作活动来帮助儿童探索联合国全球目标 14。在二重奏和四重奏中，一组 8 名关键阶段 2 的孩子被设定了“发明”具有神奇治愈能力的海洋生物的任务。孩子们通过研讨会前后的问卷调查以及与同龄人、老师和家长的讨论来评估他们的进步。研讨会成果说明了培养制作技能如何有助于培养创意机构和元认知。作为一个设计团队的合作鼓励了对称的互惠、自我监管和“全心全意”的环境保护方法。该研究根据初步调查结果为前瞻性发展提供指导知识。延长了评估“水下生命”影响所需的时间，以使教师和从业者未来的研究工作能够通过全班研讨会和国际交流为特定背景的解释提供信息。