Kim van Broekhoven , Martina S.J. van Uum , Ming Ming Chiu , Evelyn H. Kroesbergen
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Antecedents of creativity: Statistical discourse analysis of university student teams' interactions
Background
Many societal problems (climate crisis, war, etc.) are too complex for individuals to solve and require team creativity. Therefore, many university teachers help their students collaborate to cultivate their creativity. As scholars have not yet determined teams' antecedent talk processes that aid or hinder the emergence of creative ideas, we examined how types of talk (e.g., agreement, disagreement, invitational question) and their sequences (e.g., consecutive invitational questions) affect the likelihood of ideas that are original, feasible, or creative.
Methods
We examined 4047 utterances by 12 students in 4 triads working on an open-ended, lifestyle problem in their classroom.
Results
Statistical discourse analysis showed that utterances with an invitational question or thinking marker were more likely to yield original, feasible, and creative ideas. By contrast, consecutive invitational questions, irrelevant talk, or process talk were less likely to yield original, feasible, and creative ideas.
Conclusions
Together, these findings imply that teachers should encourage invitational questions within team brainstorms, monitor for consecutive invitational questions, give students time and space for contemplation, and discourage off-task discussions.
期刊介绍:
As an international, multi-disciplinary, peer-refereed journal, Learning and Instruction provides a platform for the publication of the most advanced scientific research in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and instruction, and the rigor of the study.