Creating my own story: Improving children’s creative thinking and composition creativity through a three-staged individual-group-individual story writing framework
Hsu-Chan Kuo , Chu-Yang Chang , Jian-Ping Wang , Estelle Linjun Wu , Pei-Lin Li
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引用次数: 0
Abstract
Previous research primarily used creative writing in secondary and undergraduate courses, while practical writing models in primary school merit development. Based on the scaffolding theory, a three-staged Individual-Group-Individual (IGI) storywriting model was developed to cultivate 27 fifth graders’ (11–12 years old) creative thinking and composition creativity in the 14-week course. A mixed-methods approach was conducted, in which the Torrance Test of Creative Thinking, the Composition Creativity Scale, and focus group interviews were employed. The quantitative results indicated that the students significantly improved creativity and composition creativity. The qualitative findings supported these results, highlighting increased incubation time, peer exchange, concept visualisation, the value of scaffolding, and individual portfolios. The three-staged IGI model has been indicated as an effective approach that future studies and educational practices can use.
期刊介绍:
Cognitive Development contains the very best empirical and theoretical work on the development of perception, memory, language, concepts, thinking, problem solving, metacognition, and social cognition. Criteria for acceptance of articles will be: significance of the work to issues of current interest, substance of the argument, and clarity of expression. For purposes of publication in Cognitive Development, moral and social development will be considered part of cognitive development when they are related to the development of knowledge or thought processes.