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ROMANIAN REVIEW OF GEOGRAPHICAL EDUCATION
Volume XI, Number 1, February 2022
pp. 21-39
DOI: http://doi.org/10.23741/RRGE120222
USING LOTUS BLOSSOM STRATEGY IN GEOGRAPHY
OLGA CHIȘ
Babeş-Bolyai University, Faculty of Psychology and Sciences of Education, Department of Education
Sciences, Cluj-Napoca, Romania, e-mail: olga.chis@ubbcluj.ro; olga_marcus@yahoo.com
ABSTRACT
This research analyses the way in which the Lotus Blossom technique has been
described and used worldwide, including Romania and it investigates several ways
to apply it based on the geographic content. Based on analysing the way this
technique was applied it has been found that it may be applied to various topics,
both individually and in groups, depending on the geography teacher’s expertise,
creativity, skills and employed methodology. During the organised activities, Lotus
Blossom was used to highlight and develop the most relevant subtopics on a topic,
this process being also applied as an activity of introducing and assessing students’
knowledge, of extracting, evaluating, selecting, and synthesising information from
various sources while systematising them by visual representation (diagram or
table). During an activity in which students were asked to solve a problem
(“Christmas Market”), Lotus Blossom was used head-on to break down the problem
into “smaller” sub-problems or tasks, to identify or discover them, and to further
analyse and split them in order to be able to solve them punctually. In this case,
the Lotus Blossom strategy can be compared to the Kaoru Ishikawa diagram.
Keywords: brainstorming, creativity, problem, diagram, Kaoru Ishikawa diagram
INTRODUCTION AND THEORETICAL BACKGROUND
The Lotus Blossom is a technique that was included in the literature in the
field of educational sciences after 2000, therefore it is less used as a
strategy or teaching method in the Romanian education system. In this
research, we will analyse the way in which the Lotus Blossom technique has
been described and used worldwide, including Romania and we will
investigate some possibilities of its application based on certain contents in
the field of geography.
To cite this article: Chiş, O. (2022). Using Lotus Blossom Strategy in Geography. Romanian Review
of Geographical Education, 11(1), 21-39. DOI: 10.24193/RRGE120222
ISSN 2285 – 939X
ISSN – L 2285 – 939X
OLGA CHIȘ
22
Lotus Blossom technique in the international research literature
The Lotus Blossom has been described by Higgins (1996) along with six
other creative techniques that can be used to improve strategies. Michalko
(2001) argued that the Lotus Blossom Strategy was developed by Yasuo
Matsumura, a Clover Management Research in Chiba, Japan. In applying
this technique, a diagram comprising 81 squares (see Figure 1-4) or a table
with nine columns and nine rows are used. Griffin (2010, p. 373) compared
the columns of this diagram and the creative process of developing ideas
through this technique with lotus flowers.
Michalko (2001) stated that in the Lotus Blossom, the petals unfold
one by one starting from the middle of the flower, while revealing a key
component or subtopic. By applying the procedure from the inside to the
outside, in ever wider circles, the problem, the opportunity or the topic is
explored, deepened, and studied more comprehensively. Even if the
application of this strategy has been compared to the flowering of the lotus
flower, in reality, it is observed that the outer petals open first, followed by
the middle ones.
In the literature, the Lotus Blossom has been called a: technique
(Sefertzi, 2000; Dong, Hawryszkiewycz & Binsawad, 2016; Shen, Lai & Tsai,
2016), creative brainstorming technique (Morthland & McPeek, 2010),
exercise (Michalko, 2010, p. 132), strategy (Frey, 2011; Rahmansyah &
Dahler, 2018; Alnovgada, 2020), structured brainstorming strategy
(Michalko, 2006). The Lotus Blossom technique was included by López-Mesa
and Grante (2003) in the category of general methods and, among them, in
the category of divergent methods. Ross (2006) included the Lotus Blossom
technique in the category of organising ideas or methods.
Frey (2011) compared this strategy with the mind map strategy
developed by Buzan (1993) the mind map strategy which extracts more
information about a topic. He argued that the Lotus Blossom diagram
resembles a radial mind map showing some top-level topics and some sub-
topics. Buzan (1993), who first used the term “mind mapping”, described it
as a training strategy in which super-ordinate concepts are linked by lines
with subordinate concepts. Buzan (1993) described mind maps as a
representation of students’ knowledge and understanding, as well as a great
way to help them express themselves both verbally and visually.
Rahmansyah and Dahler (2018) noted two similarities between the two
strategies: using a diagram and the existence of a topic and sub-topics
around the core. We note that in the Lotus Blossom technique the
relationships between ideas, topics and subtopics, problems and solutions
are not represented by lines, but they can be deduced based on their
position within the diagram.
Sefertzi (2000, p. 19) applied this technique in planning and
forecasting strategic scenarios, in order to deepen the solutions to
problems. The activity started from a core idea: to increase product
consumption. The eight categories of solutions were: product differentiation,
product quality, customer needs, lower cost, service quality, supply
USING LOTUS BLOSSOM STRATEGY IN GEOGRAPHY
23
flexibility, product credibility, and competitors’ product strategies. For
product differentiation, eight solutions were proposed: by packaging, by
design, other uses, smaller/ bigger, plus ingredient, other material, colour
change, and meaning change.
Lotus Blossom was used as an exercise to generate ideas or solutions
to the problem of finding a “Job”. A sub-topic or problem was “Creating a
CV”, which thus became a new central topic and required generating new
ideas and connections (Michalko, 2010, p. 132). Kerkow, Riegel and
Uenalan (2010) used Lotus Blossom during the exploration stage in order to
obtain an initial set of ideas about the subject they were interested in,
usually a problem. The ideas written by the participants on small cardboards
were collected and exhibited on a table. Önen and Koçak (2011) used the
Lotus diagram to identify the metaphorical images of the candidate teachers
regarding the structure of the campus (faculty member, student,
administration, advisor, assistant, courses, registration office, and library).
Metaphors provide rich images of researched topics, events, and situations
(Koçak, 2013). Koçak (2013, p. 45) collected the metaphors of the teacher
candidates about “School” within a diagram considering it an effective tool
for data collection, for revealing, understanding and explaining a concept
and its components: “student, teacher, principle, classroom, Ministry of
National Education (MNE), parent, teachers’ room, inspector”. In this case,
categories and sample metaphorical images were presented for each
component.
The Lotus Blossom method has been used as a tool to analyse the
risks that may increase the general vulnerability in a region when sudden
structural changes occur and to visualise how to prevent the risks identified
in practice (Hautamäki & Ahonen, 2013). It was used and appreciated as a
tool for organising creative ideas and stimulating thinking in intelligent
knowledge management (Li, Li & Chen, 2014) Shen, Lai and Tsai (2016)
experimentally explored the effect of Lotus Blossom technique on potential
and students’ performance to solve problems creatively, following carrying
out creative solving works.
Lotus was used to develop a rental service for old artifacts to
stimulate the connection between grandparents and grandchildren, to
encourage the playful process of discovering children and preserving
cultural heritage and family stories. The eight components were derived
from the name of the project “GRAND.C” starting from the core of the
diagram to the margins: Pass on element; Low tech lock; Intuition;
Exchange personal info; Relationship connection; Storytelling;
Spontaneous; Cycle. For each of these units, 8 photographs were included
in the diagram (Dewit et al., 2016, p. 348).
The Lotus Blossom technique has been used in classifying and
analysing knowledge-sharing barriers within an organisation in order to find
ways to eliminate them (Dong, Hawryszkiewycz & Binsawad, 2016).
Following the analysis of the literature, the authors identified 160 barriers
and grouped them into eight topics: social, individual, culture, technology,
political, organisation, content and routine, procedure and process (2016, p.
3). They established and analysed the barriers considered the most
OLGA CHIȘ
24
significant: psychological ownership, lack of motivation, lack of trust, lack of
incentive and reward systems, lack of organisation culture, lack of
leadership, lack of technical support, insufficient technology infrastructure
(Dong, Hawryszkiewycz & Binsawad, 2016, p. 7). The results were used to
identify and present several factors that allow barriers to be removed (the
pleasure of helping others, interpersonal trust, leadership, reward and
incentive systems, support for top management and the use of ICT) (Dong,
Hawryszkiewycz & Binsawad, 2016, p. 7).
The Lotus Blossom strategy has been used in Classroom Action
Research (CAR) to improve students’ ability to write the text of a report, to
help them develop their ideas and manage their writing in a balanced
composition by using a good diagram (Rahmansyah & Dahler, 2018). Shen,
Lai and Tsai (2016) analysed the impact of applying the Lotus Blossom
technique on creative problem solving and teaching performance. Sinaga
(2018) analysed the effect of the Lotus Blossom technique on student
performance in writing the narrative text of second grade students.
Vera and peers (2019) used Lotus Blossom to fully understand cyber
defence tactics, techniques and procedures against advanced persistent
threats (APT), cyber-attacks on businesses and individuals who have
multimedia data storage systems. Fast-Berglund and Romero (2019) used
Lotus Blossom as a strategy for implementing collaborative robot
applications for operators. In his dissertation thesis, Alnovgada (2020)
studied the effectiveness of the Lotus Blossom strategy in writing
persuasive texts. He concluded that it can be used as an alternative
strategy in learning to write persuasive texts because it helps students to
think creatively, find many ideas related to a topic, understand, and find
sub-ideas in a text (Alnovgada, 2020).
Michalko (2006) provided several structured brainstorming strategies,
many of which were suitable for the study of architectural design. The Lotus
Blossom technique was thus used to create works that require creativity
and the use of imagination. Morthland and McPeek (2010) used the Lotus
Blossom as a creative brainstorming technique to stimulate students’
conceptual development and divergent thinking. In the example shown, in
the central square, the key problem or objective of the architectural design
project are written. The sub-topics derive from the “New Building” core
topic: fenestration, infill, historic context, mixed use, linear site, orientation,
covered entry, and space for art.
After the demand for divergent and convergent thinking to get ideas,
dynamic, integrated thinking was used to combine ideas and make
graphics, manually or using software and a 3D printer (Shen & Lai, 2018).
This method was also used by Koelle, Wolf and Boll (2018) in physical
design sessions in which artifacts were designed. In an experiment, Hassan
(2018) investigated the differences in applying divergent thinking
techniques to launch creative products. He compared the Lotus Blossom
with a “structural” technique and the Challenge with a “procedural”
technique. The Lotus Blossom has generated better results in conceptual
simplicity, productivity, speed, and novelty of ideas.
USING LOTUS BLOSSOM STRATEGY IN GEOGRAPHY
25
The Lotus Blossom was used to help students in industrial design make
several less refined sketches before choosing the best solution to develop.
After completing twelve criteria and solutions for each criterion in “The Idea
Box” (Michalko, 2010), the students chose eight solutions that they
represented by drawings on sticky notes. The sketches were placed like
flower petals (Paepcke-Hjeltness et al., 2019).
The principles of Lotus Blossom Ideation were used in High Intensity
Ideation Training (HIIT) attended by approximately 100 students (Pownall,
Brook & Pashley, 2021). The activity took place on the Miro online visual
collaboration platform. Students built homework assignments and displayed
them as a team. The researchers pointed out that this concept of “alone-
together” determines the feeling of belonging to the virtual group, without
making verbal communication between teammates. The Lotus process and
appearance allowed for the rapid highlighting of the quality of ideas and the
rapid decision-making of the group on the most promising topics or on
which they need to focus more.
Lotus Blossom technique in Romanian literature
In the Romanian pedagogical (Oprea, 2003; Oprea, 2006; Flueraş, 2005)
and didactic (Breben et al., 2002; Dulamă, 2008) works, Lotus Blossom is
considered a technique that starts from a core problem or topic around
which eight secondary ideas are built, like the petals of the water lily flower.
These eight secondary ideas become, in turn, the main topics for another
eight water lily flowers and another eight secondary ideas are built around
each of them. These authors stated that this technique, which starts from a
core topic, generates new topics that are developed. The technique is used
to deduce connections between ideas, concepts, starting from a central
topic (Oprea, 2003, 2006).
After presenting this technique, the mentioned authors included some
examples. Oprea proposed the application of the technique to the topics
“Medicinal plants” (2007, p. 197) and “Ways to stimulate the creative
potential of students” (2007, p. 197). On the topic of “France”, students
were asked to propose eight main topics they would like to study related to
this country. For each proposed topic, a group of students searched for
information and presented it to the whole class (Dulamă, 2008, p. 290). On
the topic of “Trees”, each group had to complete information about all the
trees and then give the sheet to the other groups to complete other ideas
(Dulamă, 2008, p. 291). On the topic of “Environmental protection” the core
topic was established by the representatives of the eight groups, while each
group developed the assigned topic (Dulamă, 2008, p. 292). In describing
the use of the technique on “Vegetables” in the stage of making sense, it
was stated that students form eight groups and each group has the task to
analyse a vegetable, write eight pieces of information about it and introduce
this information (Dulamă, 2010, 2012). In preschool education, Breben and
colleagues (2002, pp. 71-108) proposed to apply the technique in several
activities as a game and by using images, on the topics of “Geometric
shapes”, “Colours”, “Rhythm and movement”, “Autumn”, “Letters and
OLGA CHIȘ
26
words”, “Autumn flowers”, “Orchard”, “Universe”, “Endangered animals”,
“Endangered plants”.
Gavrilă and Tulbure (2018) applied the Lotus Blossom technique
interactively, in groups, in the ninth grade, to a biology lesson about the
Phylum Artropoda – Class Insecta. Each group solved the task in one of the
eight sub-topics: definition, organisation, classification, relations, evolution,
role, adaptation, and schematisation. The authors appreciated that the
technique stimulated the active involvement of students in solving the
tasks, providing the proper implementation of knowledge in various
contexts and situations. With the help of a questionnaire, Petruța (2013)
found that the Lotus Blossom technique was used in the first grade during
the “Romanian language and literature” subject, in the third and fourth
grades at “Natural sciences” and in “Civic Education” lessons. This
researcher noticed a gradual decrease in the percentage of teachers
applying the Lotus Blossom technique, from the first to fourth grade. Badea
and peers (2013) used the Lotus Blossom technique to creatively interview
students in a training course, regarding knowledge management and
integrated creative thinking to find customised solutions for future students.
Advantages, benefits and weaknesses of Lotus Blossom technique
Several advantages or benefits of the Lotus Blossom technique are analysed
in the literature: generating strategic scenarios (Higgins, 1996); supporting
the process of generating ideas by stimulating creative thinking (Lenski &
Lewis, 2008; Petruţa, 2013); increasing the level of involvement in the
activity and the degree of creativity in the writing process using the Lotus
Blossom strategy can improve writing skills (Lenski & Lewis, 2008);
encouraging students by teachers if the first solution to a problem was not
adequate (Lenski & Lewis, 2008); freely establishing the links between the
ideas generated on a topic or problem (Lenski & Lewis, 2008); a statistically
significant increase in critical and creative thinking skills (Hanesová, 2014);
increasing the power of brainstorming through the visual representation of
ideas, to understand the limits of knowledge sharing and decrease them
(Dong, Hawryszkiewycz & Binsawad, 2016).
Some weaknesses of the strategy were also mentioned: students do
not ask questions during the writing process (Lenski & Lewis, 2008);
teachers who do not notice the continuity of the stages in applying the
Lotus Blossom strategy do not implement this strategy properly as time
management (Sloane, 2010, p. 22).
METHODOLOGY
Objective. In this research, we aimed at two objectives: to analyse the
application of the Lotus Blossom technique to various topics in the field of
geography; to analyse the diagrams in which the topics and problems
studied with the students were represented and synthesised.
USING LOTUS BLOSSOM STRATEGY IN GEOGRAPHY
27
Participants. The research was attended by students from Babeș-Bolyai
University of Cluj-Napoca. The twenty students from the “Curricular
Management” Master’s Programme at the Faculty of Psychology and
Educational Sciences work as teachers in primary education. To become a
geography teacher the sixteen students from the Faculty of Geography
attend two study programmes: a Master’s Programme in Geography and the
Psychopedagogical Studies Programme. The research involved the professor
who organised the teaching activity with the students from the two groups
and the author of this research who analysed and interpreted the data
collected from the students. The participants accepted to get involved into
the research, observing confidentiality.
Procedures. Each group of students participated in an activity organised
on the Microsoft Teams learning platform. The professor briefly introduced
them to the Lotus Blossom method, wrote the topic and task on the chat,
and specified the sub-topics. To complete three diagrams (Figure 1, Figure
2, and Figure 3), students worked individually on the written subtopic
assigned by the professor, solved the task, and posted the solution in the
chat box. The diagram regarding the “Christmas Fair” was made frontally by
the students of the “Curricular Management” Master Programme through
discussions with the professor during the activity. Students were free to
search the internet for information. After posting the solutions in the chat
box, the professor discussed with the students in each group about the
results and the method applied.
Data analysis. The ideas written and shared in the chat box, as well as the
content of each diagram were subjected to content analysis. In case several
ideas on a sub-topic were offered, these were grouped into categories.
RESULTS AND DISCUSSION
Applying the Lotus Blossom technique to the “Cities in Romania”
topic
Analysis of the diagram completion process. Geography students applied the
Lotus Blossom in order to learn how to apply it with students after they
become teachers. After introducing the diagram, the professor asked them to
write each eight ideas about a city in Romania (Figure 1). Some students
included the ideas in the diagrams, others wrote a list of ideas that they
posted in the chat box.
Diagram analysis. The fact that the students did not receive any
directions regarding the content to be referred to and the way of including it
in the diagrams generated a series of differences among solutions. One
student asked if he could write only geographic information, and the
professor said that they decided what kind of information they wrote,
emphasising that the purpose of geography was to understand the world we
lived in. The information about some cities was selected according to a
certain criterion: tourist attractions (Brașov), relevant or representative
aspects (Iași, Bucharest, and Oradea).
28
Council
Square
Catherine’s
Gate White Tower Bega Canal Traian Vuia
International Airport
German
Mayor
Dominic Fritz
Capital
The National
History Museum
of Romania
The hotel
Martyr city BRAŞOV The Black
Church West University TIMIŞOARA
Temesvár –
its Hungarian
name
The Triumphal
Arch BUCHAREST Herăstrău Park
The Black
Tower Sforii Street Tâmpa Banat Village
Museum
Moderate temperate
continental climate
Orthodox
Metropolitan
Cathedral
Parliament
House
Grigore Antipa
Museum
Intercontinental
Hotel
The Palace
of Culture
Al. I. Cuza
University
Three
Hierarchs
Church
Braşov Timişoara Bucharest Oradea Fortress Crişul Repede
River Hot springs
The
Botanical
Garden
IAŞI Antibiotic
factory IAŞI ROMANIAN CITIES Oradea Criș Country
Museum ORADEA Black Eagle
Palace
Capital of
Moldova
Located on
seven hills
The National
Theatre Constanţa Craiova Cluj-Napoca The Church with
the Moon
Astoria Grand
Hotel
Oradea
University
Located in
SE
Romania
Located on the
Black Sea
coast
The largest
seaport in
Romania
Located on the
left bank of the
Jiu River
269,506 inhabitants –
at the 2011 census
Dolj County
Residence
Union Square
and St.
Michael’s
Church
Botanical Garden
Ethnographic
Museum of
Transylvania
One of the
oldest
cities in
the country
CONSTANŢA
Population
declining
compared to
2002
Former
residence of the
ruler CRAIOVA
The Dacian
fortress of
Pelendava
University
Centre CLUJ-NAPOCA The capital of
youth
Important
tourist
area
Part of the
surface located
in a lagoon
area
One of the
warmest
cities in the
country
Important
centre for car
construction
Historical
personalities:
Petrache Poenaru and
Nicolae Titulescu
CSU Craiova -
Football
League I.
Economic,
cultural and
innovation
centre
Students - a third
of the city’s
population
The largest
multipurpose
hall in SE
Europe
Fig. 1. Applying the Lotus Blossom technique to the “Romanian cities” topic
ROMANIAN REVIEW OF GEOGRAPHICAL EDUCATION
Volume XI, Number 1, February 2022
29
In other cities, some information is particular (Constanța – the largest
seaport in Romania), and others are general (Constanța - relevant tourist
area; Cluj-Napoca - university, economic, cultural centre). Students
concisely inserted the information in the diagrams, and those who made
lists of ideas wrote it extensively because they had no space constraints.
The choice of information included in the diagrams was influenced by the
students’ field of study (“Tourism Geography” in Braşov), acquiring
knowledge by direct observation of cities (Iaşi, Bucharest, Cluj-Napoca), by
selecting them from Internet sources (Craiova), or based on their previous
knowledge.
Analysis of discussions with the students. In the discussions after
completing the diagrams, the students deduced that The Lotus Blossom
technique can be used in geography lessons to: extract the key aspects
related to a topic or subject from a text or from the Internet; systematise
information on a topic; revise some knowledge after going through a learning
unit / topic or chapter. Depending on the number of students and the time
available, they realised that they could complete the diagram individually, in
pairs or in groups. During the activities performed with the students, the
teachers can request the completion of eight boxes based on some criteria.
In the case of this topic, eight aspects about each city could be mentioned:
the geographical position; the particularities of the relief, the landform or the
major unit of relief; the river that crosses it or flows nearby; number of
inhabitants; the age of the city; a relevant economic unit (factory), a
representative tourist attraction (museum, church, monument, etc.), an
identity feature (“treasure city”, capital, youth capital, etc.).
Applying the Lotus Blossom technique to “Romania” topic
Analysis of the diagram completion process. The students of the “Curricular
Management” Master’s Program, who currently work as teachers in pre-
university education, stated that they have not previously applied The Lotus
Blossom. After introducing the diagram and the topic, the teacher asked
them to individually write eight names from Romania in each of the eight
sub-topics: rivers, caves, spas, lakes, cities, fortresses, museums, and
mountains (Figure 2). In each sub-topic the professor established the names
of the students who study it, but without working in pairs or groups, there
were two or three different solutions to a sub-topic.
Diagram analysis. We selected the relevant names for each subtopic
(Figure 2) from the students’ suggestions. From the analysis of the solutions
proposed by the students, we found that they included little known caves
(Alun Cave in Cluj County; Căsoaia lui Ladaș Cave in Mureș County) and
little-known churches (Rupestra Sinca Old Church in Braşov County; Banu
Church of Iași; Cincu Fortified Church in Braşov County; Probota Monastery
in Suceava County) in the diagram or in the list. The fact that the name of
the city was specified when locating the church, the county seat induced, in
some situations, the idea that the church is in the city, not in the county.
30
Olt
Jiu
Someș
Vântului
Scărișoara
Techirghiol
Băile Herculane
Băile Tușnad
Vântului
Siret RIVERS Argeș CAVES Vadu Crișului Govora SPAS Călimănești CAVES
Mureş Prut Ialomița
Cetățile
Ponorului Muierilor Băile Felix Geoagiu-Băi Sovata Cetățile Ponorului
Razim Bucura Lala Caves Resorts Deva Enisala Poenari Caves
Vidraru LAKES Bâlea ROMANIA Fortresses Alba Carolina FORTRESSES Râșnov ROMANIA
Ursu Saint Ana Roșu Museums Cities Suceava Neamț Sighișoara Museums
Făgăraș Bucegi Rodnei Peleş, Sinaia Brukenthal, Sibiu Cluj București Iași Peleș, Sinaia
Bihor MOUNTAINS Retezat MUSEUMS
National Art,
Bucharest Timișoara CITIES Constanța MUSEUMS
Ceahlău Parâng Gutâi
National
History,
Bucharest
National
Transylvanian
History, Cluj-Napoca
Braşov Craiova Galaţi National History,
Bucharest
Fig. 2. Applying the Lotus Blossom technique to “Romania” topic
ROMANIAN REVIEW OF GEOGRAPHICAL EDUCATION
Volume XI, Number 1, February 2022
31
Because the students had access to the internet, completing the diagram
was a very difficult task. One student wrote ideas about rivers from a
conceptual perspective (definition, watershed, food sources, examples,
usage, metaphors, etc.).
Analysis of discussions with the students. The students realised that
this technique can be applied in the primary cycle to the “Geography”,
“Natural Sciences”, “Mathematics and Environmental Exploration” lessons.
They also noticed that the students could complete the diagrams based on
the information extracted from the textbook or a map, or based on previous
knowledge acquired over a longer period of time. They considered that this
way of completing the diagram can be done in order to highlight, revise,
systematise, or evaluate children’s knowledge. The students deduced that
the strategy can be further applied by identifying eight ideas about each
geographic name mentioned in the diagram.
Applying the Lotus Blossom technique to the “Tourism in Romania”
topic
Analysis of the diagram completion process. Due to limited time resources,
the diagrams for some subtopics were completed by geography students and
others by those in the “Curricular Management” Master’s Programme. After
the presentation of the topic, the professor asked them to individually write
eight names from Romania in each of the eight sub-topics: caves, spas,
seaside resorts, mountain resorts, cities, museums, “attractive” mountains
(Figure 3). Some topics have been suggested by geography students. For the
first group, the students chose the subtopic to which they want to complete
the diagram, while for the second group, the professor assigned the
subtopics to the students.
Diagram analysis. In Figure 3, we present the key names for each
subtopic. Following the analysis of the written names, we found that, in order
to solve this task, the students used the internet sources more. By searching
for keywords (the name of the subtopic), the Google search engine displays a
list of sites with the correct information from which students can easily
deduce and extract the most relevant information. The fact that the students
extracted information from the Internet sources is clear, in particular, in the
way of stating the names of the statue groups and museums.
Analysis of discussions with the students. Unlike the diagram
referring to Romania, the one referring to “Tourism in Romania” could be
further developed, but within the context of extracurricular activities. The
key aspect of this diagram is the fact that, for each sub-topic, the names of
some highly valuable Romanian tourist attractions were included. Their
choice was made on the basis of the students’ and professor’s previous
knowledge, but also on the basis of the hierarchies established by some
Internet sources.
32
Scărişoara Vadu Crişului Urșilor Băile Herculane Băile Felix Sovata Suceava Neamţ Sighișoara
Muierilor Caves Ialomiței Geoagiu-Băi Spas Olănești Deva FORTRESSES Alba Carolina
Polovragi Cetățile Ponorului
Meziad
Călimănești
Govora
Balvanyos
Enisala Timişoara
Râșnov
The Voivodes
statue group
of Iași
Școala Ardeleană
statue group in
Cluj-Napoca
Matia Corvin
monumental
ensemble,
Cluj-Napoca
Caves Seaside resorts Fortresses Mamaia Jupiter Năvodari
“Spring”
statue group,
Mamaia STATUE GROUPS
“Sfatul
bătrânilor”
statue group
Baia Mare
Statue groups TOURISM IN
ROMANIA Seaside
resorts
Neptun SEASIDE
RESORTS Costinești
The statue
group in
Sfântu
Gheorghe
Horea, Cloșca and
Crișan statue
group, Cluj-Napoca
Avram Iancu,
Cluj-Napoca Attractive
Mountains Museums Mountain
resorts
Vama
Veche Olimp Eforie Nord
Piatra Craiului Bucegi Făgăraș Dimitrie Gusti
National Village
Museum,
Bucharest
The National
Museum of the
Romanian Peasant,
Bucharest
“Moldova”
National
Museum
Complex, Iaşi
Poiana
Brașov Predeal Bușteni
Rodnei ATTRACTIVE
MOUNTAINS
Retezat Peleş, Sinaia Museums Bran Sinaia MOUNTAIN
RESORTS
Păltiniș
Ceahlău Gutâi Parâng Brukenthal,
Sibiu
The National
History,
Bucharest
National
Museum of
Art, Bucharest
Vatra
Dornei Arieşeni Rânca
Fig. 3. Applying the Lotus Blossom technique to the “Tourism in Romania” topic
ROMANIAN REVIEW OF GEOGRAPHICAL EDUCATION
Volume XI, Number 1, February 2022
33
Applying the Lotus Blossom technique to the “Christmas Fair” topic
Analysis of the process of generating and selecting ideas for the central
problem. The diagrams were completed by the students from the “Curricular
Management” Master’s Programme. After the introduction of the topic, the
professor asked them to write in the chat box what problems they think
should be solved by the town hall or the company that organises a Christmas
fair in a city. Table 1 shows that 21 sub-topics were produced by eight
students, the others not getting involved. Because the students wrote
simultaneously in the chat box, some issues were raised by several students
with similar wording as meaning. Aspects of detail were also proposed (the
“access” to the fair).
Analysis of the process of generating and selecting ideas for
secondary problems or sub-topics. As time resources were limited and
students were working as teachers with children in school or kindergarten,
the university professor chose the first issue, i.e., “Attractions for Children”,
and asked them to suggest aspects that they should reflect on and that must
be resolved. Therefore, nine students chatted 16 ideas (Table 1). Based on
the analysis of the students’ ideas, research and their own opinions, we have
completed the eight key aspects for children on the diagram: Santa’s house;
sleigh / horse-drawn carriage; skating rink; shows; carousel + Ferris wheel;
workshops; mascot; competitions. Some of the ideas proposed by the
students were used in the other diagrams (“creative centres”). Several
ideas were not included: “swings” because they exist in all children’s
playgrounds; “Cars” because they need more space and require high costs;
“Santa’s tram” because it runs outside the fair; “Reindeer sleigh” because
these animals are not country specific; “Cookie making workshop” because
it is not a traditional Christmas activity in Romania and it requires large
resources to be arranged. For the children to return to the fair in a thrill of
pleasure, we consider that other activities such as: Santa’s workshop, live
workshops, sleighing, snowball fight, discussions and photos with characters
from childhood fairy tales, elves’ parade, fireworks, lighting the Christmas
tree lights can be organised.
The second sub-topic proposed by the professor was “Products for
sale”. Here, four students chatted 16 products (Table 1): cookies, hot
chocolate, folk costumes, decorations, cakes (two mentions), homemade
cakes, “kurtos kalacs” (Hungarian), scraps, rind, sausages, pudding, pies,
mulled wine (two mentions). To complete the diagram, we grouped the
products into categories and studied which products are offered for sale in
other Romanian fairs. We selected eight product categories: traditional
dishes (pork); cakes and pastries; beverages; other traditional dishes;
accessories and jewellery; handicrafts; winter ornaments and decorations;
small items of clothing. To create the most suitable atmosphere for the
Christmas holiday and the winter season, the following can be offered for
sale: cotton candy, lollipops, hot snacks, fried chestnuts, donuts, “pita with
grease, paprika and onion” (bread with…), and honeycombs. A student also
OLGA CHIȘ
34
stated that a school in Ploieşti sells products made by children at a
Christmas Fair stand.
In the third sub-topic “Objects and services to be paid for”, seven
students chatted 16 ideas (Table 1). Based on the analysis of the students’
ideas and the direct observation of the Christmas Fair in Cluj-Napoca
(Figure 5), we established eight categories of objects and services to be
paid for: cottages (micromarkets); fir tree + its decoration; space lighting;
human resources (employees); ornaments + decorations; artists;
panoramic wheel; carousel. In the human resources category, the students
included: people working at the fair, Santa Claus, and the elves. They
considered that an amount should be spent for renting the place.
Regarding the “financial resources”, fewer ideas were offered by
students. They considered that the things related to setting and organising
the Christmas Fair can be covered by: the local budget, sponsors,
promotion, local funds, companies’ rental of houses. A student specified the
weekly cost for renting a house or for the sale of products by a company at
a Christmas market in a city which was considered very high, compared to
the value of products sold during this period.
Table 1. Ideas generated during the application of the Lotus Blossom
technique to the “Christmas Fair” topic
Topic Topic
type
Total
no. of
ideas
Total no. of
students
who offered
ideas
No. of student-
generated ideas
Average
ideas /
student
Christmas Fair Main 21 8
5 ideas - 1 student;
4 ideas - 1 student;
3 ideas - 1 student;
2 ideas - 4 students;
1 idea - 1 student.
21/8
Attractions for
children Sub-topic 16 9
5 ideas - 1 student;
4 ideas - 1 student;
2 ideas - 1 student;
1 idea - 7 students.
16/9
Products for
sale
Sub-topic 16 4
7 ideas - 1 student;
5 ideas - 1 student;
2 ideas - 2 students.
16/4
Goods and
services to be
paid
Sub-topic 16 7
4 ideas - 2 students;
2 ideas - 3 students;
1 idea - 2 students.
16/7
Financial
resources
Sub-topic
10 8
3 ideas - 1 student;
1 idea - 7 students.
10/8
Diagram analysis. Figure 4 shows that we have completed the diagram for
the other problems to be solved, capitalising on our own creativity and the
information available on the Internet about other Christmas fairs: Promoting
the fair; Ornaments & decorations; Creative workshops / centres; events.
The diagram reveals various problems that the mayor’s office or a company
that organises such a fair must solve.
35
City Hall budget Sponsors Rental Shops Christmas tree
+ its decoration Lighting Santa’s
house
Sleigh / horse-
drawn carriage Rink
Donations FINANCIAL
RESOURCES Event tickets Human resource
(employees)
PAID GOODS
AND
SERVICES
Ornaments +
decorations Events ATTRACTIONS
FOR CHILDREN
Carousel +
Ferris wheel
Advertisement Fees for services Entrance fees Artists Ferris wheel Carousel Workshops Mascots Competitions
Videos on TV City Hall website Local
newspapers Financial
resources Place and
equipment Attractions
for children
Traditional
dishes (pork) Cakes and pastries Beverages
Brochures /
leaflets PROMOTION
OF THE FAIR
Posters in
public
transport
stations
Promotion CHRISTMAS
FAIR Products for
sale
Other
traditional
dishes
PRODUCTS FOR
SALE
Accessories
and jewellery
Electronic display
in public
transport
Promotion
through
loudspeakers in
public transport
Electronic
street posters
Creative
Workshops /
Centres Events Ornaments &
decorations Handicrafts Winter ornaments
and decorations
Small clothing
items
Painting
Christmas tree
decorations
Decorating
gingerbread
houses
Origami for
the Christmas
tree
Group of carollers Puppet theatre Storytelling by
the fireplace
Houses
(micro-
markets)
Houses for creative
centres Stage
Preparing
pancakes
WORKSHOPS /
CREATIVE
CENTERS
Mime games Choir EVENTS Mime and
pantomime
Sleigh /
horse-drawn
carriage
ORNAMENTS &
DECORATIONS
Decorations +
festive lighting
Making garlands
+ crowns Puppet making
Making
greeting
cards
Instrumentalist
groups
Folk music
soloists, etc. Competitions Santa’s
house
Carousel + Ferris
wheel
Decorated
Christmas tree
+ lighting
Fig. 4. Applying the Lotus Blossom technique to the “Christmas Fair” topic
ROMANIAN REVIEW OF GEOGRAPHICAL EDUCATION
Volume XI, Number 1, February 2022
36
Fig. 5. The “Christmas Fair” in Cluj-Napoca
Source: the author, December 2021
CONCLUSIONS
Based on analysing the application of the Lotus Blossom technique in the
field of geography, we found that it can be applied to various topics, both
individually and in groups, depending on the teacher of geography’s
expertise, creativity, skills and employed methodology. During the
organised activities, Lotus Blossom was used to highlight and develop the
most relevant subtopics on a topic, this process being also applied as an
activity of introducing and assessing students’ knowledge, of extracting,
evaluating, selecting, and synthesising information from various sources,
while being systematised by visual representation (diagram or table).
During an activity in which students were asked to solve a problem
(“Christmas Market”), Lotus Blossom was used head-on to split the problem
into “smaller” sub-problems or tasks, to identify or discover them, and to
further analyse and share them in order to be able to solve them
punctually. In this case, the Lotus Blossom strategy can be compared to the
Kaoru Ishikawa diagram also called the cause-effect diagram or the “fish
bone” diagram (Dulamă, 2009, p. 361). This is a graphical analysis tool that
facilitates the understanding of complex problems and structurally
illustrates: the main and secondary causes of a problem; the cause-effect
relationships; the relationship between the effects or results and the factors
that influence them; ordering and prioritising causes and factors, with the
help of a graphic (visual) representation.
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