Article

The development of inventive thinking skills in the upper secondary language classroom

LGECO, INSA, Strasbourg, France
Thinking Skills and Creativity (Impact Factor: 1.46). 04/2008; DOI: 10.1016/j.tsc.2008.03.001

ABSTRACT The given paper presents the results of an empirical study into the efficacy of the Thinking Approach (TA) to language teaching and learning which is aimed at the development of students’ inventive thinking skills in the context of foreign language education, namely learning of English. The study was conducted among upper secondary students of two schools in Latvia and aimed to answer whether students working with the Thinking Approach demonstrate an increase in their inventive thinking skills. An inventive thinking test was employed as the research instrument. The results of the study suggest that students working with the TA demonstrate a significant increase in their inventive thinking skills in comparison with the control group (t = 3.32, p = 0.001). At the same time a number of limiting factors that appeared in the process of the study due to its naturalistic setting call for further research that could increase the reliability of the findings.

Download full-text

Full-text

Available from: David Oget, Jul 08, 2015
1 Follower
 · 
147 Views
  • Source
    • "Peer mediation is mainly based on Vygotsky's sociocultural and Feuerstein's mediated learning experience theories (Vigotsky, 1930/1978; Feuerstein, 1986). Experimental research has shown that peer mediation improves analogies capabilities (Tzuriel & Shamir, 2007), thrives inventive thinking skills (Sokola et al. 2008), and increases scores in math (Shamir et al. 2006) and Science (Cattle & Howie 2008). There is also work performed in adults, where it has been used with organizational groups that need to be flexible enough to lead initiatives for change (Dawes, 2006). "
    [Show abstract] [Hide abstract]
    ABSTRACT: Cognition, faculty related to perception, imagination, memory, and problem solving, refers to internal mental processes through which sensorial input is acquired, elaborated, used, and stored. One of its importances relies on the fact that it affects in a direct way the learning potential. It has been shown that, even thou cognitive processes develop side by side with biological maturity, this cognitive development can be enhanced by means of mediated learning as signaled by Feuerstein's Mediated Learning theory. Based on this theory is that we propose an intervention model that addresses school academic issues using technologically assisted small group collaboration, pursuing a dual academic objective: to thrive students' cognitive processes while addressing school curriculum topics. The purpose, therefore, is to balance the students' cognitive differences by means of in-school content-filled classroom activities. Our aim is to make use of peer mediation in a real world setting with a virtual construction of it. In this paper, we describe this novel intervention model along with an in-school usage experience. For this, we present an activity designed for high school students, specifically aimed to assist the learning of kinematics, graph interpretation, and graph plotting. In this activity the students work in groups of three, using a robot and wirelessly interconnected Personal Digital Assistants (PDA). By means of a controlled experiment, we show how technologically-supported peer mediation promotes the students' enrichment of their cognitive processes in each of the different stages of the mental act (input-elaboration- output), favoring communication skills, insight, and reasoning, while also restraining impulsive conduct and trial-and-error answers.
  • [Show abstract] [Hide abstract]
    ABSTRACT: This study describes the attempt to understand the quality of mediation between people within a community of practice. An innovative chefs’ apprenticeship in a dedicated restaurant provides a setting in which to explore what happens when a group of young people are learning to become fully accepted members of a community of practice. The setting, the social enterprise of Fifteen London, is founded on a passionate belief in the learning potential of all individuals, regardless of background. Conducted over a period of five years this ethnographic study tells the stories of the apprentices; the story of the community; and the story of conducting the investigation. A pilot study completed in 2005 revealed that beyond the mediation observed between individuals, apprentices’ felt their experience of the culture of the learning environment had a greater impact. The thesis explores the theoretical implications of these findings. Drawn from a sociocultural perspective, two theoretical frameworks are applied: Mediated Learning Experience (Feuerstein, Miller and Tannenbaum, 1994) concerned with the mediation between people and its effect on human development; and Situated Learning (Lave and Wenger, 1991) concerned with participation in a community of practice. These frameworks were felt to be useful to an analysis which demonstrates that a community of practice can be analysed according to the framework for Mediated Learning Experience. The symbiosis of these two approaches creates a coherent framework for discourse in which to analyse the learning process itself. A description of the community highlights the complexities of learning, and the challenges of attempting to change the course of human development by means of cultural transmission and social enterprise. I conclude that this learning environment serves as a good example of what can be achieved when innovation works hand in hand with moral purpose.
  • Source
    [Show abstract] [Hide abstract]
    ABSTRACT: The importance of reflection for language teachers has been recognized for some time. Teachers are encouraged to reflect on various aspects of learning. However, many teachers often find it hard to understand what reflection means in day-to-day practice. In this article, I propose possible guidelines for organising reflection of a language teacher. I start by offering three evaluation parameters and then illustrate them by ten key questions to be asked during the reflection. Possible answers to questions and their implications are discussed.