Fostering and Assessing Students' Creativity and Critical Thinking

• In Event: 45.019 - Designing Science Engagement: An International Perspective

Abstract

Objective

Can a common international language, exemplary pedagogical toolkit to teach and assess creativity and critical thinking be implemented across multiple nations, and what are the key aspects of this effort that appear to matter across and within countries.

Perspective

Starting with five creative habits of the mind (Lucas, Claxton, and Spencer, 2013) found in the 21st Century Learning Skills identified three different dimensions of creativity and critical thinking including inquire, imagine, and sharing. With respect to creativity the constructs include, being emphatic, exploring and seeking and generating ideas. Imagination is defined by making connections, integration with other disciplinary practices and taking risks. Sharing is producing with others products and solutions. Critical thinking is understanding context and reviewing alternative theories. Imagining is identifying strengths and weaknesses of evidence, argument, claims and beliefs, and sharing is appraising, and justifying opinions and acknowledging ones on bias. These constructs are rated on a four level progression with level 4 being the highest form of creation, coming up with ideas and solution and critical thinking questioning and evaluating ideas and solutions.

Method

Over 11 countries are participating in this effort including Brazil, France, India, Hungary, Netherlands, Russia, Slovakia, Spain, Thailand, UK (Wales) and the US. Several of the countries only participated in the first round however nine countries continued through to the second round. A bank of pedagogical activities have been created including different subjects, such as math and science; different lengths in terms of course sessions, and different pedagogical techniques. These activities span across elementary and secondary school. Each country is charged with identifying their own assessments including both pre- and posttests to allow for opportunities to measure changes in performance.

Results

Preliminary results how that teachers agree that creativity can be effectively taught in schools. Nearly 60 percent of teachers report that they have changed the preparation of their lessons and interactions with students. However nearly half of the teachers report changing their pedagogical activities. What is perhaps most exciting is the number of students who report using their imagination, looking for several explanations for their findings, solving problems that have more than one possible solution, doing something on their won, and exploring different points of view.

Significance

Creativity if part of the daily work life of scientists, business, managers and other professional occupations. If children are to be successful they need to be inventive, resourceful ,and imaginative. By spring 2019 the official report of this committee will be released including a compendium of projects undertaken by the various countries. Preliminary results of this work can be found in Vincent-Lancrin, 2017).

Author

• Stephan Vincent-Lancrin, Organisation for Economic Co-operation and Development