THE CREATIVE PROCESS OF PROBLEM FINDING MANIFESTED IN OPEN INQUIRY
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Transcript of THE CREATIVE PROCESS OF PROBLEM FINDING MANIFESTED IN OPEN INQUIRY
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THE CREATIVE PROCESS OF PROBLEM FINDING MANIFESTED
IN OPEN INQUIRY
Frank LaBanca, EdDDirector
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21st-century Approach to Presentation
• Resources
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2010 Programme for International Student Assessment (PISA)
34 Nations tested
Subject US RankReading 14Science 17
Math 25
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International Science and Engineering Fair Top
Winners 2002-2011
US Citizens 80%
All other countries
20%
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Nobel Prize Recipients 2002-2011
Physics Chemistry Physiology/Medicine
US affiliations 67% 61% 57%
All other countries
33% 39% 43%
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FRAMEWORK
Problem solving Problem finding
Logical/Analytical Creative
Inquiry & Science Education
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Structured Inquiry
Guided Inquiry
Open Inquiry
STEP-BY-STEP PROBLEM-BASEDPROBLEM-POSED
FRAMEWORK
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RATIONALE• PF not extensively studied in science (Hoover
& Feldhusen, 1990&1994; Smilansky 1994; Subotnik, 1988)
• PF not extensively examined in learning psychology (Jonassen, 1997; Shymansky, 1990)
• PF studies in science primarily in classroom (Roth studies: 1993, 1997, 1998; Prince, 2004)
• Science fair studies primarily descriptive – not focused on cognitive structures (Bellipani, 1994; Pyle, 1996)
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RESEARCH QUESTIONSWhat are the distinguishing problem
finding features of externally-evaluated, exemplary, open-inquiry science research projects?
How do parents, teachers, and mentors influence student problem finding?
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SAMPLE8 student presenters
Grades 11-12 16-18 years of age Variety of quality,
as determined by judges
12 student presenters
Purposeful selection of six mentors and teachers and two fair directors for triangulation
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TRIANGULATION STRATEGY
Triangulation of Methods
Interviews:
Students Mentors Teachers
Fair Directors
Documents:
Popular Press CSF & ISEF Documents
Surveys:
USRT Scale Demographic Survey
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RESULTS• Major themes:
– Creative thinking– Entry point characteristics– Reflexive behaviors– Inquiry strategies– Situated learning– Critical thinking– Teaching approach
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RESULTS• Major themes:
– Creative thinking– Entry point characteristics– Reflexive behaviors– Inquiry strategies– Situated learning– Critical thinking– Teaching approach
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RESULTS• Creative thinking
– Definition of creativity by student scientists
– Classification of problems and subsequent projects
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TYPES OF PROJECTSLiterature Review Technical
Technical with Value Novel Approach
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RESULTS• Inquiry strategies
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RESULTS• Situated learning
– Ability to communicate well
– Applying knowledge
– Application of the research and relevance to the greater community
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CONCLUSIONS• The technical versus the novel
problem• Situated project classification• Previous experience• Temperament for science research• Defining inquiry• Inbound and boundary trajectory
with the community of practice
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LIMITATIONS• Trustworthiness
– Purposeful selection– Sample size
• Transferability
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IMPLICATIONS• Knowledge of external expectation• Treating problem finding as a meaningful
process• Student autonomy• Cognitive apprenticeships• Teacher research experience• The idiosyncratic nature of scientific
research• Formal structures for communication
skills
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RESULTS• Entry point
characteristics– Temperament for
science research– Previous
experience
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RESULTS• Teaching
approach– Role of parents– Role of teachers
and mentors
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RESULTS• Critical thinking
– Specialized understanding
– Deep understanding
– Reverse engineering
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RESULTS• Reflexive
behaviors– Motivation– Descriptions of
self Above average ability,
creativity, task commitment