Buggy Genetics: Designing a Learning Experience to Foster Creativity and Science Learning in Elementary Classrooms

• In Event: 47.074 - Learning Experiences: In Inquiry and Perceptions

Abstract

Designing an elementary lesson on biology and genetics takes on a different dimension when infusing design-based research methods and emerging technology. Data for this collective case study included student reflection and class videos, student-created artifacts, and a self-perceptions of creativity pre/post survey. Nine students were randomly selected to form the case, targeting three students each reporting high, median, and low creativity. Artifacts included planning grids, sketches, and photos of insects, which were created with 3Doodler pens. Major themes included aspects of originality, positive/negative aspects of technology use, and affect towards the activity, offering insight into how to further modify the lesson and activities for learners of different ages and the relationship between technology use and expressions of creativity.

Authors

• Tonia A. Dousay, University of Idaho

• Jennifer Lynn Weible, Central Michigan University