| 摘要: | 研究期間：10112~10211;Self-directed learning forms the foundation for creative thinking as it helps students to critically plan, monitor, reflect, identify and correct their own learning and misconceptions; leading to self-determined personalized learning paths. Creative thinking further enhances the outcome of personalized learning as students go beyond self-regulation and problem-solving, to pose questions that will help them to think through iterative cycles of divergent thinking (to explore the breadth of various possibilities) and subsequently, convergent thinking (to arrive at a tentative best solution at a particular stage of learning). Hence, self-directed learning and creative thinking are symbiotic. In this study, storytelling will be utilized as the context through which students think from a systems perspective and through which students will naturally think through divergent-convergent cycles. Furthermore, intelligent data visualization will be used to scaffold problem-posing and reflection on students’ thinking processes. There are three objectives to this study. First, to investigate how we can extract and display the dynamic and evolutionary thinking process in a manner useful and meaningful to the students; to encourage students to reflect and continue to co-construct without incurring cognitive overload. Second, to investigate which type of guiding questions and feedback will be more helpful to students of different abilities at different stages of creative learning. The suitability of each type of guiding questions and feedback will be investigated in terms of the number and the categories of ideas generated, the outcome’s degree of creativity and practicality, as well as the students’ ability to build and test scenarios (relating details, concepts and goals) more effectively and efficiently. Third, to investigate how to scaffold the management of the processes and artifacts generated from each phase of the creative process more meaningfully. Design-based research is used as the research paradigm and inferential statistics such as t-test and a standard creativity test such as Torrance Creativity Test will be used as instruments. The benefits to the students are first, helping students to see for themselves their dynamic and evolutionary thinking processes in a manner useful and meaningful to the students will hopefully encourage students to reflect and continue to co-construct without incurring cognitive overload. Second, identifying the types of guiding questions and feedback suitable for students of different abilities at different stages of creative thinking will hopefully help students to have more ideas, have more categories of ideas, think more creatively and more practically; build and test scenarios (relating details, concepts and goals) more effectively and efficiently. Third, helping students to manage the processes and artifacts generated from each phase of their creative process more meaningfully will hopefully help students to continue with the next iteration more intelligently. Other expected outcomes are first, a refined model for creative learning based on the mapping between goal-guiding questions-question posing and feedback recommendation based on predicted mappings and second, refined design principles how to design just-in-time guiding questions and feedback, which can help students to reflect more effectively and how to help students better manage their own learning. |
