Literaturnachweis - Detailanzeige
| Autor/inn/en | Han, Qin; Hu, Weiping; Liu, Jia; Jia, Xiaojuan; Adey, Philip |
|---|---|
| Titel | The Influence of Peer Interaction on Students' Creative Problem-Finding Ability |
| Quelle | In: Creativity Research Journal, 25 (2013) 3, S.248-258 (11 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1040-0419 |
| DOI | 10.1080/10400419.2013.813754 |
| Schlagwörter | Peer Relationship; Peer Influence; Creativity; Problem Solving; Experiments; Grade 5; Foreign Countries; Elementary Schools; Intervention; Correlation; Homogeneous Grouping; Heterogeneous Grouping; Pretests Posttests; Scores; Questionnaires; Instructional Materials; Comparative Analysis; Volunteers; China |
| Abstract | Creative problem-finding ability (CPFA) is an important component of creativity, but research into it has just started and results so far could not offer much guidance to teaching. This study utilized a 2 (teaching materials or tasks of different difficulty: high and low) × 3 (group member construction: homogeneous group, heterogeneous group, and voluntary group) between subjects design to examine how the group member construction affected student's peer interaction, and then affected creative problem-finding ability during a long-term classroom teaching process. Before the experiment, 217 5th-grade students (108 boys, 109 girls) in 4 classes were randomly chosen from 1 primary school in China to take the CPFA Test and then, according to the score on this, 188 students were chosen and matched into 6 equal groups. All of the participants in 6 groups received 16 classes of a thinking intervention program in 16 weeks and did the CPFA Test and Peer Interaction Ability Test after the experiment. The results showed that: (a) Teaching materials (or tasks) of different difficulty had no significant impact on improving students' creative problem-finding ability, (b) group member construction had a significant influence on students' peer interaction and CPFA, (c) Students of different initial CPFA in different groups had a significant difference on their peer interactive level and improvement of their CPFA, and (d) peer interaction had a positive correlation with students' CPFA. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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