Fostering Elementary School Students’ Creative Thinking Through Equitable Dialogic Game-Based Learning: An Action Research in Taiwan

• In Event: Promoting Children’s Authentic Learning Through Multimodality, Creative Thinking, Block/Dramatic Play, and Museum Visit

Abstract

This action research addresses the power imbalance between teachers and students in classroom dialogue by proposing an innovative method: Equitable Dialogic Game-Based Learning. Conducted over eight weeks in an elementary school in southern Taiwan, the study focused on teaching English and fostering creative thinking. A mixed-method approach was used, with creativity assessed through a PISA-adapted social and scientific creative thinking test, and pre- and post-test results analyzed via paired sample t-tests. Classroom dialogue equity was evaluated using the Instructional Conversations for Equitable Participation (ICEP) framework. Results indicate that the method significantly enhanced students' creative thinking and promoted equitable dialogue, reducing reluctance to speak and fostering student interaction.

Authors

• Wei-Chen Hsu, National Sun Yat-sen University

• Chih-Ching Chang, National Sun Yat-sen University

• Tien-Min Lee, National Sun Yat-sen University