ERIC Number: EJ1037869
Record Type: Journal
Publication Date: 2013-Aug
Abstractor: As Provided
Reference Count: 58
ISSN: ISSN-0957 7572
Assessing the Long-Term Impact of a Metacognitive Approach to Creative Skill Development
Hargrove, Ryan A.
International Journal of Technology and Design Education, v23 n3 p489-517 Aug 2013
The goal of this research was to determine the long-term impact that selected instructional interventions, based on research in metacognition and learning theory, have on students' creativity. The study builds off research that has been conducted documenting the impact of creative thinking based instructional interventions. The study tracked design students beginning their freshman year to determine if observed improvements have been maintained throughout 4 years of undergraduate study. Preliminary research statistically tested the introduction of structured metacognitive skills on the development of creative thinking ability for a diverse population of undergraduate design students. This research indicated that an approach to education influenced by research in learning theory and metacognition does, in the short-term, result in students who are more creative. By continuing testing throughout students' education an equally important question was answered. To what degree do students maintain or improve this level of enhanced creative thinking ability over an extended period of time? The findings showed that students who participated in one or both interventions finished with significantly higher levels of creative thinking. The knowledge gained also demonstrated how newly structured educational interventions utilizing online blogs and other Internet based technologies were successful in enhancing and maintaining students' creative thinking abilities. The goal was to provide educators with insight and guidance in the application of a metacognitive approach and to introduce available technologies to aid in this process. This study provides educators with a plan of action consisting of a toolbox of creative strategies and a framework for a reflective approach.
Descriptors: Metacognition, Creativity, Skill Development, Learning Theories, Undergraduate Students, Design, Intervention, Internet, Information Technology, Teaching Methods, Electronic Publishing, Reflective Teaching
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: firstname.lastname@example.org; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A