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ERIC Number: EJ1021343
Record Type: Journal
Publication Date: 2013
Pages: 19
Abstractor: As Provided
ISSN: ISSN-0300-4279
Possibility Thinking: Culminative Studies of an Evidence-Based Concept Driving Creativity?
Craft, Anna; Cremin, Teresa; Burnard, Pamela; Dragovic, Tatjana; Chappell, Kerry
Education 3-13, v41 n5 p538-556 2013
The authors have, for some years, studied the concept of "possibility thinking" (PT), or "what if" and "as if" thinking in children aged 3-11, which generates novelty -- and the pedagogical strategies which foster it. They have argued, on the basis of previous qualitative studies, that "PT" is at the core of creativity in education. Having begun as a conceptual study for 7 years, this team has undertaken empirical studies of PT in classrooms. This paper discusses findings from the third phase of empirical work focusing on 9-to 11-year olds. The particular research question addressed here is "What characterises possibility thinking as manifest in the learning engagement of children aged 9-11?". In a small-scale qualitative study, involving co-participation with teachers, the paper features episode analysis of naturalistic video data featuring children aged 9-11 in two schools. It focuses on PT evidenced by children engaged in a range of classroom activities, some established as individual activities and others as group work. The study reveals some features of PT in both sites (question-posing [Q-P], question-responding [Q-R], self-determination, intentional action, development, being imaginative, play/playfulness, immersion and innovation) to differing degrees of strength. Risk-taking was absent in both and a new feature, collaboration, evident in both. Differences were documented in how Q-P and Q-R manifest, compared with earlier studies with younger children. This study seeks to make an evidence-based contribution to the characterisation of PT as driving creativity in the classroom, with implications for research and practice.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)
Grant or Contract Numbers: N/A