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Fostering Creativity through Inquiry and Adventure in Informal Learning Environment Design
ARTICLE

, , University of Minnesota, United States

Journal of Technology and Teacher Education Volume 23, Number 3, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

Abstract

Self-directed, inquiry-based learning opportunities focused on transdisciplinary real-world problem solving have been shown to foster creativity in learners. What tools might we provide classroom teachers to scaffold them and their students through this creative process? This study examines an online informal learning environment and the role the learning environment design and teacher pedagogy and practice played in influencing creativity in the classroom. Data were gathered via interviews, direct observation, and focus groups as 95 high school students guided by 1 teacher worked in small groups to collaboratively design and present geography research using the WeExplore adventure learning environment. Findings indicate that teacher and student creativity were impacted by the unique learning environment design, the opportunity to define self-identified driving questions, the process of collaborative group work, and the opportunity to combine more traditional research approaches with more creative arts-influenced ones.

Citation

Doering, A. & Henrickson, J. (2015). Fostering Creativity through Inquiry and Adventure in Informal Learning Environment Design. Journal of Technology and Teacher Education, 23(3), 387-410. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved June 16, 2019 from .

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