Abstract. The paper introduces measures for the development of students’ creativity
through the innovation in teaching methodology. Then, it presents the procedures for
instructing students to approach their creativity and apply it to the reality. Teaching toward
the development of students’ creativity capacity is based on the theory of activities which
points out that students need to experience practical activities in order to get corresponding
competences. The creative experiences enable students to form and develop creative
thinking.
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JOURNAL OF SCIENCE OF HNUE DOI: 10.18173/2354-1075.2016-0215
Educational Sci., 2016, Vol. 61, No. 11, pp. 46-56
This paper is available online at
DEVELOPING STUDENTS’ CREATIVITE COMPETENCY
THROUGH THE INNOVATION IN TEACHING METHODOLOGY
Tran Van Hung
School of Engineering Education, Hanoi University of Science and Technology
Abstract. The paper introduces measures for the development of students’ creativity
through the innovation in teaching methodology. Then, it presents the procedures for
instructing students to approach their creativity and apply it to the reality. Teaching toward
the development of students’ creativity capacity is based on the theory of activities which
points out that students need to experience practical activities in order to get corresponding
competences. The creative experiences enable students to form and develop creative
thinking.
Keywords: Capacity, creativity capacity, teaching, innovative methods, teaching toward the
development of creative thinking.
1. Introduction
Nowadays, together with the support of information and communications technology (ICT),
education has been transforming toward capactities and capacity development. Of the capactities,
innovative capacity and invention are the key ones. The current educational innovation requires
teaching staff to better themselves and explore effective teaching methods, ICT tools including
teaching software, online learning on their own so that they can be creative and help students to
develop their creativity.
Creativitycapactiy is one of the core competences belonging to the ninegeneral
competencies of intellectual labor in the modern social economy. Investment into the development
of creativity capacity will help improve educational quality, contributing to economic prosperity
of a nation, create more jobs and become a factor for enhancing life standard. The United Nations
(2008), basing on the reasearch by Levy and Murnane (2004) believed that, in the second decade
of the 21st century, there will be changes in the structure of profession and labor skills and
organization of human resources. The structural changes and job requirement surge laborers
to equip themselves with new skills and qualifications: personal responsibility, innovative and
problem solving capacities, trust and value, independent working and adaptation to environments.
In the knowledge- based economy, the need and awareness of the importance of innovation
and invention are significant. According to the survey by Brady and Edelman (2012) [2], of 5000
people surveyed in America, Japan, Britain, France and Japan, 8 out of 10 people said that the
discovery of innovative potential played an important role in the economic growth and nearly
2/3 of them believed that innovation was essential for social development. Developing innovative
capactiy shall be based on the general foundation on the development of multi-dimentional
Received date: 13/10/2016. Published date: 15/12/2016.
Contact: Tran Van Hung, e-mail: tranhungspt@gmail.com
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Developing students’ creativite competency through the innovation...
thinking, imagination, collabration, concentration, problem identifying and solving skills and
observation.In 2012, The World Intellectual Property Organization – WIPO under the United
Nations published the national innovation indicators. Vietnam was ranked 76th among 141
countries, 5th in the region following Singapore, Malaysia, Brunei Darussalam and Thailand. In
the previous years, the ranks of Vietnam were: in 2008 65/153 , in 2009: 64/130, in 2010: 71/132
andin 2011: 51/125.[19]
Thus, the economy in the society of the 21st century requires a new and innovative labor
class, which demands innovation in education system including innovation in contents, objectives,
training curricula, teaching methods and techniques, means, testing - assessment of creativity,
innovative teaching forms in line with the trend of the time. In order for students to be creative,
teachers have to be creative and innovate teaching methodsto enable students to develop their
creativity capacity, which is the so called innovative education.
Based on the perceived level Benjamin S. Bloom (1956), Author Anderson and Kratwohl
put creativity at level 6 in the hierarchical model of 6 levels (Figure 1). Acquiring the highest
cognitive level, learners will be able to create new things and identify their information basing on
the existing things.
Figure 1: Bloom’s Taxonomy of learning domains
Thus, the differences on the synthesis, assessment and creativity between Bloom’s
Taxonomy in 1956 and Bloom’s Taxonomy revised by Dr. Lorin Anderson and his fellows in 1999
are expressed as follows:
Bloom’s Taxonomy in 1956
Synthesis: Getting all the ideas together to create a new issue, new content. (reorganizing,
generalizing, regeneralizing...)
Assessment: assessing the quality (reviewing, criticizing, arguing, proving, defensing...)
Bloom’s Taxonomy revised by Dr. Lorin Anderson and his fellows in 1999
Assessment (testing, criticizing):
- Reviewing a project and finding out the process of implementing and then revising
problems in the project.
- Selecting the best solutions to the complicated problems
- Assessing criteria in the project.
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Tran Van Hung
- Working in a group and giving opinions on logical problems in the project
Creativity (creating, planning, producing, constructing...)
- Coming up with alternative hypotheses based on the criteria of the project
- Proposing scientifically logical solutions
- Proposing scientific assumptions
- Constructing proper models
- Making a map for implementing the project
2. Content
2.1. Rationale of teaching toward the development of students’ creativity
capacity
* Creativity
Creativity is a process of intellectual activities, not purely a product. Creativityis always
based on the knowledge and skills that aperson acquires in scientific fields. Creative learning
requires teaching to be a process of innovating and developing creativity and practicing creative
methods to encourage students develop their creativity [15].
According to Assoc. Prof. Dr. Sc. Phan Dung [10], creativityis a thinking process leading a
person who does not know how to realize a goal to know how to do it optimally in available ways.
According to Assoc. Prof. Dr. Ton Than [16], creativity is a form of independent thinking,
which creates new and original ideas helping deal with problems highly effectively. New ideas are
expressed in the capacity for creating new things, discovering new problems, finding out new ways
and producing new outcomes.
According to Deway and Vygotsky [4], creativity is a result of experiencing games in the
childhood, imaging and thinking (especially critical thinking).
According to Psychologist J. P. Guilford [2, 134-135], there are three basic characteristics
of creative thinking, which are:
- Flexibility: the capacity for shifting from a thinking activity to another easily.
- Maturity: expressed through the capacity for acquiring knowledge, thinking, solving
problems in a varied and optimal way.
- Originality: capacity for selecting and solving problems, not using the available paths of
thinking (Original thinking is the most important).
* Creativity capacity
Creativity capacity is a thing hidden inside each individual. Creativityis the realization of
creativity capacity through creative products. Once creativity capacity is acquired, can a creative
product be made? In some cases, that an individual has creativity capacity is not enough, it
needs to have conditions and environments to be strenghthened. Therefore, to become creative,
students need the following elements: individual capacity and qualifications, socio-psychological
processes, creative environments, creative methods, procedures for creativity, application of
creative ideas to reality to create innovation. For example, Singapore’s former Prime Minister
Lee Kuan Yew said he learned the experiences from other countries and solved problems facing
his country, and he insisted that he did not apply them mechanically, but he adjusted creatively to
the background of Singapore at that time.
According to Author Tran Thi Bich Lieu (2013) [15], creativity capacityis considered a
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Developing students’ creativite competency through the innovation...
person’s ability to think up new ideas, look at an issue in a different way and discover new things in
an old structure of a phenomenon to create new products. The products of creativity are innovative
ideas, new materials, structures or new service or a new business market.
Thus, “Creativity capacity is based on a combination of the unique qualities of the
individual”. What is the combination? Thatis psycho-physiological characteristics (physical
strength, intellect. . . ) of subjects. It does not include all psycho-physiological elements, but just
those which considerablty contribute to the formation of creative prodcuts [17].
* Teaching toward the development of creativity capacity
In the research by Davies (2010) on teaching toward the development of creativity capacity,
he pointed out that students’ qualities need to be developed, especially at kindergarten and primary
school levels to make their creativity capacity be enhanced, and he stressed that in order to teach
toward the development of creativity capacity, teaching staff need to master the nature of creatity
and qualifications necessary for creativity, the importance of science for learners’creativity.
In the research by Sahlberg (2009) [12] on creative teaching, he said that creative teaching
is using imaginative approach to make the learning process enjoyable and effective. Teaching to
develop creativity is to make learning forms be aimed at development of students’ thinking and
innovative behavior. He introduced 3 specific features for teaching toward creativity development:
- Enabling learnersto understand their creativity capacity
- Enabling learners to believe that they have creativity capacity
- Enabling learners to develop their inside potential, stimulating their curiostiy, learning
desires so that they can create new things on their own.
The research by Cropley (1997) on creativity and teaching toward the creativity
development introduced the characteristics of teaching staff in the process of teaching toward
the creativity development in class: encouraging students to assess themselves, creating chances
for students to give comments on questions and answers seriously, strongly encouraging them not
to be afraid of wrong answers, helping them have the ability to master and evaluate innovative
ideas, using information technology (IT) tools to clarify matters to enable students to develop their
creative thinking.
The research by Prof. Dr. Tran Ba Hoanh on “Development of students’ creativity and
teachers’ roles” pointed out that in the process of teaching toward the development of creativity
capacity, teaching staff shall train students to look at events from different perspectives, make
assumptions about phenomena with why- questions, propose measures to deal with situations,
help students not to think mechanically basing on the theoretical rules learned previously...
- Education Law 2009 (as amended) defined the goal of higher education, through which
higher education training program was stipulated: Higher education training equips students with
professional knowledge, proficient skills at practice, abilities to work independently, innovate and
solve problems relating trained fields. Thus, the goal requires that in the teaching process the goal
of forming and developing students’ capacitites including creativity capacity should be considered
important. From the view of pedagogical psychology, learners’ capacity is developed the best in
the subjects’ process of awareness and reality.
Therefore, developing students’ creativity capactity in the teaching process means that
teachers shall enable students to look at a problem from different aspects to find out solutions,
stimulate their imagination and creativity, help them to brainstorm themselves and experience
creativity, create innovative groups... In order to do that directly, it is teaching staff who have to
innovate their teaching methods from objectives, contents, curricula, teaching forms to assessment
in a manner that students can achieve creativity and promote their positiveness.
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Tran Van Hung
2.2. Innovation in methodologies of teaching toward the development of
students’ creativity capacity
Teaching methodology is a category of educational scicence. Innovating teaching
methodology is substantially not replacing traditional teaching methods with new teaching
methods completely. The innovation in teaching methodology shall be based on scientific bases
and educational practices. In the teaching process, methods depend a lot on elements: Goal(G);
Content (C); Forms of learning organization (F); Means of teaching (M); Teachers (T); Assessment
(A). The correlation and domination of the elements should be paid attention to in order to establish
an optimal teaching method. Accordingly, selected methods in the teaching process need to be
suitablefor learners’ characteristics.
Figure 2: The correlation between methods and elements in the teaching process
In the book [5] by Dang Xuan Hai, the main orientations in innovating higher education
teaching methodology are introduced to enhance students’ positiveness and creativity strongly in
the process of acquiring knowledge in the teaching process. Besides, it also presents innovation
toward the development of self study, strenghthening collaboration for the creativity in learning;
at the same time, it focuses on the creative and clever combination which should be concerned
considerably. In order to innovate higher education teaching methodology toward the development
of creativity capacity, there need to be following innovations:
* Innovation in constructing detailed module syllabi
To innovate teaching methodology toward competence-based approach, it is essential to
reform the construction of detailed module syllabi, including: reforming the identification of
module objectives (identifying outcome capacity), contents, making teaching plans, selecting
forms of learning organization, designing and identifying tasks for students.
+ As for objectives: to identify the core competencies of courses, orienting students to
creativity capacity and specialized capacity.
+ As for contents: using one of 2 ways: designing contents by chapter or by specific week
(usually at universities and colleges, 15weeks/1 semester)
+ As for tasks: teachers give students tasks relating each chapter (week) clearly from the
beginning of semesters. These tasks are aimed at creativity capacity needing to be achieved in the
module objective.
+ As for teaching plans: making plans by chapter or by specific week needs identifying
time, environment, means, objects in the teaching process. Particularly, teaching plans shall equip
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Developing students’ creativite competency through the innovation...
students with high - order thinking capacities (creativity, self-study. . . ). Teachers have to describe
requirements for the capacities needing to be gained after chapter by chapter or week by week.
Example: The detailed syllabus for the module on testing-assessment in education for IT
students
1. Module :TESTING - ASSESSMENT IN EDUCATION
2. Objectives:
No Objectivecodes Objective name
1. O1
Equipping students withthe rationales of testing-assessment in
education, the ways of setting up necessary capacities for the
assessment and types of assessment.
2. O2
Training students skills at using tools for testing-assessment,
designing procedures and techniques for testing-assessment
3. O3
Bettering skills at exploiting and applying ways of assessment
flexibly tothe teaching process to develop creativity capacity,
especially in testing-assessment, training students skills at processing
data with common software and feedback ontesting-assessment
results.
3. Outcome standards of the module:
No
Outcome
standards
codes
Names of Outcome standards
Bloom’s
Taxonomy
1. OS1 Identifying the roles of testing-assessment in education. understanding
2. OS2
Distinguishing types of testing-assessment in
education.
analyzing
3. OS3
Applying procedures and techniques for
testing-assessment to designing multiple choice
and open questions
applying
4. OS4
Applying tools for processing data to the assessment of
students’ testing results.
applying
5. OS5
Comparing procedures for testing-assessment by
multiple choice testing, open question testing and the
combination of multiple choice and open question
testing
analyzing
6. OS6
Flexibly applying methods of testing-assessment of
students’ capacity
applying
7. OS7
Constructing measurements for assessment of students
by different capacities.
Creating
8. OS8
Innovating procedures for designing testing questions
toward the new assessment model using blended
learning.
Creating
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Tran Van Hung
Example 2: Teaching plans by week or by chapter
Figure3: Course on “Theore ctical
Calculations” by week
Figure4: Course on “Computer graphics” by
chapter
*Innovation in forms of learning organization toward the development of students’
creativity capacity
To be aimed at the capacities students have to achieve, it depends on characteristics of each
course (module), to select methods and forms of learning organization and use elements G, C, F,
M, T, A flexibly.
Along with the advancement of ICT which has had a significant effect on the development
of students’ creativity capacity, the best learning form currently in the world generally and Vietnam
particularly is blended learning, which is the combination of advantages of face – to – face
classroom methods and online learning expressed in Figure 5 and Figure 6. In the research by
Bonk, C. J. & Graham (2004) [2], it was predicted that B-learning model will be dominant in the
future. Furthermore, the studies by authors [6, 7, 8, 9, 11, 13,18] proved that this learning form
helps develop students’ creativity capacity in the learning process.
Figure 5: Combination of face-to-face
classroom method and online learning
Figure 6: Combination of face-to-face
classroom method and online learning through
sample projects
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Developing students’ creativite competency through the innovation...
* Innovation in methodology and technique for teaching toward the development of students’
creativity capacity
Teaching staff at university play an important role in developing students’ creativity
capacity. The lecturers need to be creative to find out how to apply and combine learning methods
and techniques to enhance creativity. According to Tran Khanh Duc [14], if teachers do not have
the abilities to search for, select information, discover and solve problems as well as innovate, it is
difficult for them to encourage students to be creative and develop their creativity capacity. Some
methods and techniques which can help students to develop their creativity capacity are:
- Project - based method, group method, brain storming method, interactive method, role
playing method, method of discovering and solving problems, method of using mind map. . . The
techniques are listed as follows:
- Creative thinking techniquesby SCAMPER: SCAMPER stands for 8 Creative thinking
techniques to find out solutions to problems originally.
- Starbursting is using a six pointed star with an idea in the middle including 5W + 1H
(Who, What, Why, Where, When and How).
- Six thinking hat technique is a technique of 6 different colored hats representing different
thinking functions with different issues.
All the methods and techniques are aimed at ena