The Effects of Thinking Style Based Cooperative Learning on Group Creativity
Affiliation(s)
Department of Computer Education for the Gifted, Korea National University of Education, Chung-won, Korea. Department of Computer Education, Korea National University of Education, Chung-won, Korea.
Department of Computer Education for the Gifted, Korea National University of Education, Chung-won, Korea. Department of Computer Education, Korea National University of Education, Chung-won, Korea.
ABSTRACT
Recent studies have emphasized group creativity within a socio-cultural context rather than at an individual level, but not many researchers reported strategies for developing group creativity. This paper aims to explore strategies to enhance group creativity based on the theoretical basis of thinking s by Sternberg. The hypothesis was that groups with members of diverse thinking s would show greater gains in creative performance. In this study, the participants (n=72) were divided into 24 three-person groups. Each group was given the task to create a game using Scratch programming language. Among the 24 groups, eleven groups (n=33) consisted of heterogeneous thinking s, and the other thirteen groups (n=39) consisted solely of homogeneous thinking s. All divided groups performed same creative task. The empirical results supported the hypothesis that group formation of diverse thinking shows better group creativity.
Recent studies have emphasized group creativity within a socio-cultural context rather than at an individual level, but not many researchers reported strategies for developing group creativity. This paper aims to explore strategies to enhance group creativity based on the theoretical basis of thinking s by Sternberg. The hypothesis was that groups with members of diverse thinking s would show greater gains in creative performance. In this study, the participants (n=72) were divided into 24 three-person groups. Each group was given the task to create a game using Scratch programming language. Among the 24 groups, eleven groups (n=33) consisted of heterogeneous thinking s, and the other thirteen groups (n=39) consisted solely of homogeneous thinking s. All divided groups performed same creative task. The empirical results supported the hypothesis that group formation of diverse thinking shows better group creativity.
Cite this paper
Kim, S. & Song, K. (2012). The Effects of Thinking Style Based Cooperative Learning on Group Creativity. Creative Education, 3, 20-24. doi: 10.4236/ce.2012.38B005.
Kim, S. & Song, K. (2012). The Effects of Thinking Style Based Cooperative Learning on Group Creativity. Creative Education, 3, 20-24. doi: 10.4236/ce.2012.38B005.
References
[1] Cho, K.T. (2008). Relations with Sternberg’s thinking styles, learning styles and problem solving. Ph.D. Thesis. Chung-Ang University. [2] Jeffrey, B. & Craft, A. (2001). The universalization of creativity. In A. Craft, B. Jeffrey, & M. Leibling (Eds.). Creativity in education. London: Continuum International Publishing Group. [3] Jeong, H.C, Park, Y.S & Hwang, D.J (2008) Analyzing perceptions of small group inquiry activity in the gifted education of Korea. Journal of the Korean earth science society, 29(2), 151-162 [4] Johnson, D.W. & Johnson, R.T. (1975) Learning together and alone: cooperation, competition and individualization. Engle-wood Cliffs. NJ: Prentice Hall. [5] Johnson, D.W. & Johnson, R.T. (1999) Learning and together and alone: Cooperative, competitive and individualistic learning (5th ed.). Boston: Allyn and Bacon. [6] Johnson, D.W., Johnson, R.T. & Stanne, M.B. (2000). Cooperative learning methods: A meta-analysis. Retrieved january 20th, 2011 from http:// www.tablelearning.com/uploads/File/EXHIBIT-B.pdf [7] Jong, B.S., Lin,T.W., Wu,Y.L., & Chan,T.Y. (2006). Effective two phase cooperative learning on the WEB. Journal of Information Science and Engineering, 22(2), 425-446. [8] Kim, Y.C (2007) Group creativity: How it could be effective? The Korean Journal of Thinking & Problem solving, 3(1), 1-26. [9] Nemeth, C. & Kwan, J.L. (1985) Learning together and alone: cooperation, competition and individualization. Englewood Cliffs, NJ: Prentice Hall. [10] Nemeth, C., Personnaz, M., Person-naz, B., & Goncalo, J. (2004) The liberating role of con-flict in group creativity: A cross-cultural study. European Journal of Social Psychology, 34, 365-374. [11] Paulus, P.B. (2000) Groups, teams, and creativity: The creative potential of idea-generating groups. Applied Psychology: An International Review, 49, 237-262. [12] Sawyer, R.K. (2007) Group creativity: Music, theater, collabora-tion. Mahwah, NJ: Lawence Eribaum. [13] Sawyer. R. K. (2007). Group genius: The creative power of collabo-ration. New York: Basic Books. Sawyer, R. K. (Editor). (2006). Cambridge handbook of the learning sciences. New York: Cambridge University Press. [14] Siau, K. L. (1995). Group Creativity and Technology. Journal of Creative Behavior, 29(3). 201-216. [15] Sternberg, R. J. (1988). Mental Self-government: A theory of intellectual styles and their development. Human Development, 31, 197-224. [16] Sternberg, R. J. (1990). Thinking Styles: Keys to understanding student performance. Phi Delta Kappan, 71, 366-371. [17] Sternberg, R. J. (1997). Thinking Styles. New York: Cambridge University Press. [18] Sternberg, R. J., & Wagner, R. K. (1992). Thinking styles inventory. New Haven, Yale University, Unpublished Inventory. [19] Sternberg, R.J. & Grigo-renko, E.L. (1995) Thinking style and gifted. Roeper Review, 16(2), 122-130. [20] Watson, J.D. (1968) The double helix: A personal account of the discovery of the structure of DNA. New York: New American Li-brary. [21] Woo, S.H, Lee, H.J & Kim, J.W (2009) A method of composing an effictive design cooperative learning group-elementary school students in the early grades, Journal of Korean society of design science, 22(4). 93-108. [22] Woo, S.H. (2010) Design coopera-tive learning for promoting creativity on early elementa-ry grades: A method for group composition. Ph.D. Thesis, Yeon-sae university.
[1] Cho, K.T. (2008). Relations with Sternberg’s thinking styles, learning styles and problem solving. Ph.D. Thesis. Chung-Ang University. [2] Jeffrey, B. & Craft, A. (2001). The universalization of creativity. In A. Craft, B. Jeffrey, & M. Leibling (Eds.). Creativity in education. London: Continuum International Publishing Group. [3] Jeong, H.C, Park, Y.S & Hwang, D.J (2008) Analyzing perceptions of small group inquiry activity in the gifted education of Korea. Journal of the Korean earth science society, 29(2), 151-162 [4] Johnson, D.W. & Johnson, R.T. (1975) Learning together and alone: cooperation, competition and individualization. Engle-wood Cliffs. NJ: Prentice Hall. [5] Johnson, D.W. & Johnson, R.T. (1999) Learning and together and alone: Cooperative, competitive and individualistic learning (5th ed.). Boston: Allyn and Bacon. [6] Johnson, D.W., Johnson, R.T. & Stanne, M.B. (2000). Cooperative learning methods: A meta-analysis. Retrieved january 20th, 2011 from http:// www.tablelearning.com/uploads/File/EXHIBIT-B.pdf [7] Jong, B.S., Lin,T.W., Wu,Y.L., & Chan,T.Y. (2006). Effective two phase cooperative learning on the WEB. Journal of Information Science and Engineering, 22(2), 425-446. [8] Kim, Y.C (2007) Group creativity: How it could be effective? The Korean Journal of Thinking & Problem solving, 3(1), 1-26. [9] Nemeth, C. & Kwan, J.L. (1985) Learning together and alone: cooperation, competition and individualization. Englewood Cliffs, NJ: Prentice Hall. [10] Nemeth, C., Personnaz, M., Person-naz, B., & Goncalo, J. (2004) The liberating role of con-flict in group creativity: A cross-cultural study. European Journal of Social Psychology, 34, 365-374. [11] Paulus, P.B. (2000) Groups, teams, and creativity: The creative potential of idea-generating groups. Applied Psychology: An International Review, 49, 237-262. [12] Sawyer, R.K. (2007) Group creativity: Music, theater, collabora-tion. Mahwah, NJ: Lawence Eribaum. [13] Sawyer. R. K. (2007). Group genius: The creative power of collabo-ration. New York: Basic Books. Sawyer, R. K. (Editor). (2006). Cambridge handbook of the learning sciences. New York: Cambridge University Press. [14] Siau, K. L. (1995). Group Creativity and Technology. Journal of Creative Behavior, 29(3). 201-216. [15] Sternberg, R. J. (1988). Mental Self-government: A theory of intellectual styles and their development. Human Development, 31, 197-224. [16] Sternberg, R. J. (1990). Thinking Styles: Keys to understanding student performance. Phi Delta Kappan, 71, 366-371. [17] Sternberg, R. J. (1997). Thinking Styles. New York: Cambridge University Press. [18] Sternberg, R. J., & Wagner, R. K. (1992). Thinking styles inventory. New Haven, Yale University, Unpublished Inventory. [19] Sternberg, R.J. & Grigo-renko, E.L. (1995) Thinking style and gifted. Roeper Review, 16(2), 122-130. [20] Watson, J.D. (1968) The double helix: A personal account of the discovery of the structure of DNA. New York: New American Li-brary. [21] Woo, S.H, Lee, H.J & Kim, J.W (2009) A method of composing an effictive design cooperative learning group-elementary school students in the early grades, Journal of Korean society of design science, 22(4). 93-108. [22] Woo, S.H. (2010) Design coopera-tive learning for promoting creativity on early elementa-ry grades: A method for group composition. Ph.D. Thesis, Yeon-sae university.