1. bookVolume 5 (2018): Issue 2 (December 2018)
Journal Details
License
Format
Journal
eISSN
2354-0036
First Published
16 Apr 2015
Publication timeframe
2 times per year
Languages
English
access type Open Access

Child’s creative activity as an opportunity to develop metalearning skills – analysis of an educational programme Creating my own textbook – I know what I want to learn and how

Published Online: 03 Jan 2019
Volume & Issue: Volume 5 (2018) - Issue 2 (December 2018)
Page range: 230 - 250
Received: 20 Jul 2018
Accepted: 27 Sep 2018
Journal Details
License
Format
Journal
eISSN
2354-0036
First Published
16 Apr 2015
Publication timeframe
2 times per year
Languages
English
Abstract

The objective of my project entitled “Creating my own text-book - I know what I want to learn and how” was to develop children’s awareness of a broadly defined ability to learn, through the creation of their own textbooks, which they would like to use at school. The main aim of the research described below was to gain an understanding of what children them-selves would consider to be an ideal textbook from which to learn, what they would really like to learn about, and what are their interests and needs in terms of learning at school. Twenty-seven pupils from the III-rd grade of primary school participated in the project. The educational project lasted five months. A basic assumption of the research was that pupils have their own personal knowledge with regard to the content of what they would like to be taught at school. Conclusions from the research were formulated on the basis of interviews carried out with the children and an analysis of the textbooks which they created. The results show that the pupils who participated in the educational project are able to describe what their ideal school textbook should be like. The objective of the present paper is to present the conclusions drawn from the educational project from the perspective of developing meta-learning skills in young, school-aged children.

Keywords

Abykanova, B., Bilyalova, Z., Makhatova, V., Idrissov, S., & Nugumanova, S. (2016). Psychological and pedagogic conditions of activating creative activity in students for successful learning, International Journal Of Environmental & Science Education, 11(10), 3333-3343.Search in Google Scholar

Althuizen, N., & Reichel, A. (2016). The Effects of IT-Enabled Cognitive Stimulation Tools on Creative Problem Solving: A Dual Pathway to Creativity. Journal of Management Information Systems, 33(1), 11-44.10.1080/07421222.2016.1172439Search in Google Scholar

Amabile, T. M. (1983). The social psychology of creativity. New York, NY: Springer-Verlag.10.1007/978-1-4612-5533-8Search in Google Scholar

Baas, M., Roskes, M., Sligte, D., Nijstad, B. A., & De Dreu, C. K. W. (2013). Personality and creativity: The Dual Pathway to Creativity Model and a research agenda. Social and Personality Psychology Compass, 7(10), 732-748.10.1111/spc3.12062Search in Google Scholar

Barrett, M. S. (2006). Inventing songs, inventing worlds: the ‘genesis’ of creative thought and activity in young children’s lives. International Journal of Early Years Education, 14(3), 201-220.10.1080/09669760600879920Search in Google Scholar

Bassett, M. H. (2016). Teaching Critical Thinking without (Much) Writing: Multiple-Choice and Metacognition. Teaching Theology & Religion, 19(1), 20-40.10.1111/teth.12318Search in Google Scholar

Biggs, J. B. (1985). The role of metalearning in study processes. British Journal of Educational Psychology, 55, 185-212.10.1111/j.2044-8279.1985.tb02625.xSearch in Google Scholar

Boucher, F., Avard, J. (2006) Réussir ses études, translated by A. Wróblewski, Warszawa: Zakład Poligraficzno-Wydawniczy POZKAL.Search in Google Scholar

Brophy J. (2002) Motivating students to learn, translated by K. Kruszewski, Warszawa, Państwowe Wydawnictwo Naukowe.Search in Google Scholar

Bruner, J. S. (1966). Toward a Theory of Instruction, translated by E. Karasińska, Warszawa: Państwowy Instytut Wydawniczy.Search in Google Scholar

Buehel, D. (2004). Classroom strategies for interactive learning, translated by B. Piątek, Kraków: Wydawnictwo Edukacyjne.Search in Google Scholar

Bye, D., & Pushkar, D. (2009). How need for cognition and perceived control are differentially linked to emotional outcomes in the transition to retirement. Motivation and Emotion, 33, 320-332.10.1007/s11031-009-9135-3Search in Google Scholar

Cakin, M. (2008). Constructivist approaches to learning in science and their implications for science pedagogy: A literature review. International Journal of Environmental & Science Education, 3, 193-206.Search in Google Scholar

Carmeli, A., Gelbard, R., Reiter-Palmon, R. (2013). Leadership, Creative Problem-Solving Capacity and Creative Performance: The Importance of Knowledge Sharing. Human Resource Management, 52(1), 95-122.10.1002/hrm.21514Search in Google Scholar

Caswell, D. (2006). Creative problem-solving. London: Society for Teaching and Learning in Higher Education.Search in Google Scholar

Chant, R. H., Moes, R., & Ross, M. (2009). Curriculum Construction and Teacher Empowerment: Supporting Invitational Education with a Creative Problem Solving Model. Journal of Invitational Theory and Practice,15, 55-67.Search in Google Scholar

Chuna, E. F., Schacter, D. L., & Sperling R. A. (2009). Neural Correlates of Metamemory: A Comparison of Feeling-of-Knowing and Retrospective Confidence Judgments. Journal of Cognitive Neuroscience, 21(9), 1751-1765.10.1162/jocn.2009.21123Search in Google Scholar

Claxton, G. (2007). Expanding young people’s capacity to learn. British Journal of Educational Studies, 55(2), 1-20.10.1111/j.1467-8527.2007.00369.xSearch in Google Scholar

Commeyras, M. (1995). What Can We Learn From Student’s Questions? Theory into practice. College of Education, 34(2), 101-106.Search in Google Scholar

Crittenden, V., & Woodside, A. G. (2007). Building Skills in Thinking: Toward a Pedagogy in Metathinking. Journal of Education for Business, September/October, 37-43.10.3200/JOEB.83.1.37-44Search in Google Scholar

De Corte, E. (2013). Historyczny rozwój myślenia o uczeniu się. [Historical development of approach to learning]. In H. Dumont, D. Istance, F. Benavides (Eds.), Educational Research and Innovation. The Nature of Learning: Using Research to inspire Practice. (pp. 60-108), translated by Z. Janowska, Warszawa: Wolters Kulwer Business.Search in Google Scholar

Ebert, S. (2015). Longitudinal Relations Between Theory of Mind and Metacognition and the Impact of Language. Journal of Cognition And Development, 16(4), 559-586.10.1080/15248372.2014.926272Search in Google Scholar

Esquivel, G. B. (1995). Teacher behaviors that foster creativity. Educational Psychology Review, 7, 185-202.10.1007/BF02212493Search in Google Scholar

Filipiak, E. (2011). Z Wygotskim i Brunerem w tle. Słownik pojęć kluczowych. [With Wygotski and Bruner in the background. Fundamental dictionary]. Bydgoszcz: Wydawnictwo Uniwersytetu Kazimierza Wielkiego.Search in Google Scholar

Gajda, A., Karwowski, M., & Beghetto, R. A. (2016). Creativity and Academic Achievement: A Meta-Analysis. Journal of Educational Psychology, 1-31.Search in Google Scholar

Gordon, M. (2016). Toward A Pragmatic Discourse of Constructivism: Reflections on Lessons from Practice. Educational Studies, 45, 39-58.10.1080/00131940802546894Search in Google Scholar

Hester, K. S., Robledo, I. C., Barrett, J. D., Peterson, D. R, Hougen, D. P., Day E. A., & Mumford, M. D. (2012b). Causal Analysis to Enhance Creative Problem-Solving: Performance and Effects on Mental Models. Creativity Research Journal, 24(2-3), 115-133.10.1080/10400419.2012.677249Search in Google Scholar

Hughes, G. D. (2003). Add Creativity To Your Decision Processes. The Journal For Quality & Participation, 5-13.Search in Google Scholar

Hunter, S. T., Bedell-Avers, K. E., Ligon, G. S., Hunsicker, C. M., & Mumford, M. D. (2008). Applying multiple knowledge structures in creative thought: Effects on idea generation and problem-solving. Creativity Research Journal, 20, 137-154.10.1080/10400410802088779Search in Google Scholar

Jackson, N. (2003). Developing the concept of metalearning. Innovations in Education and Teaching International, 41(4), 391-403.10.1080/1470329042000276995Search in Google Scholar

James, K. & Asmus, Ch. (2000). Personality, Cognitive Skills and Creativity in Different Life Domains. Creativity Research Journal, 13(2), 149-159.10.1207/S15326934CRJ1302_3Search in Google Scholar

Khairullina, N., Bakhtizin, R., Gaisina, L., Kosintseva, T., & Belonozhko, L. (2016). Development of Creative Activity of Students in The System of The Organizational Culture of The Modern University. International Journal of Environmental & Science Education, 11(4), 2171-2184.Search in Google Scholar

Kolber M. (2008). Poznawcze i metapoznawcze strategie uczenia się. W kierunku uczenia się samoregulowanego. [Cognitive and meta-cognitive learning strategies. Towards self-regulated learning]. In E. Filipiak (Ed.), Rozwijanie zdolności uczenia się. [Developing learning skills]. (pp. 149-157). Bydgoszcz: Wydawnictwo Uniwersytetu Kazimierza Wielkiego.Search in Google Scholar

Lin, Ch., & Cho, S. (2011). Predicting Creative Problem-Solving in Math From a Dynamic System Model of Creative Problem Solving Ability, Creativity Research Journal, 23(3), 255-261.10.1080/10400419.2011.595986Search in Google Scholar

Malinowsky, C., Nygard, L., & Kottorp, A. (2011). Psychometric evaluation of a new assessment of the ability to manage technology in everyday life, Scandinavian Journal of Occupational Therapy, 18(1), 26-35.10.3109/11038120903420606Search in Google Scholar

Mallow, A., & Cameron-Kelly, D. (2006). Unraveling the Layers of cultural Competence: Exploring the Meaning of Meta-Cultural Competence in the Therapeutic Community, Journal of Ethnicity in Substance Abuse; 5(3), 63-74.10.1300/J233v05n03_04Search in Google Scholar

Mayer, R. E (2013). Uczenie się z wykorzystaniem technologii. [Using technology in learning ]. In H. Dumont, D. Istance, F. Benavides (Eds.), Educational Research and Innovation. The Nature of Learning: Using Research to inspire Practice. (pp. 227-304), translated by Z. Jankowska, Warszawa: Wolters Kulwer business.Search in Google Scholar

Mayer, R. E. (1998). Cognitive, metacognitive, and motivational aspects of problem Solving. Instructional Science, 26, 49-63.10.1023/A:1003088013286Search in Google Scholar

Meyer, J. H. F., & Shanahan, M. P. (2004). Developing metalearning capacity in students: actionable theory and practical lessons learned in first-year economics. Innovations in Education and Teaching International, 41(4), 443-458.10.1080/1470329042000277020Search in Google Scholar

Mumford, M. D., Baughman, W. A., & Sager, C. E. (2003). Picking the right material: cognitive processing skills and their role in creative thought. In M. A. Runco (Ed.), Critical creative processes (pp. 19-68). Cresskill, NJ: Hampton Press.Search in Google Scholar

Mvududu, N. (2005). Constructivism in the Statistics Classroom: From Theory to Practice. Teaching Statistics, 27(2), 49-54.10.1111/j.1467-9639.2005.00208.xSearch in Google Scholar

Oelszlaeger, B. (2007). Jak uczyć uczenia się? Środki i metody kształcenia samokontroli i samooceny w edukacji wczesnoszkolnej. [How to teach learning? Means and methods of self-control and self-assesment in primary education]. Kraków: Oficyna Wydawnicza „Impuls”.Search in Google Scholar

Osborn, A. F. (1963). Applied imagination: Principles and procedures of creative problem solving. New York: Scribner.Search in Google Scholar

Palennari, M. (2016). Exploring the correlation between meta cognition and cognitive retention of students using some biology teaching strategy. Journal of Baltic Science Education, 15(5), 617-629.10.33225/jbse/16.15.617Search in Google Scholar

Parashar, S., & Pingle, S. (2015). Creativity: An Assessment of Teachers and Students. University Journal of Research, 1, 124-139.Search in Google Scholar

Pintrich, P. R., & de Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33-40.10.1037/0022-0663.82.1.33Search in Google Scholar

Puryear, J. S. (2015). Metacognition as a Moderator of Creative Ideation and Creative Production. Creativity Research Journal, 27(4), 334-341.10.1080/10400419.2015.1087270Search in Google Scholar

Rang Lee, Il., & Kemple, K. (2014) Preservice Teachers’ Personality Traits and Engagement in Creative Activities as Predictors of their Support for Children’s Creativity. Creativity Research Journal, 26(1), 82-94.10.1080/10400419.2014.873668Search in Google Scholar

Robinson, S., Neergaard, H,. Tanggaard, L., & Krueger, N. F. (2016). New horizons in entrepreneurship education: from teacher-led to student-centered learning. Education + Training, 58(7/8), 661-683.Search in Google Scholar

Rogers, A. (2003). What is the Difference? A New Critique of Adult Learning and Teaching. NIACE: Leicester.Search in Google Scholar

Samson, P. L. (2015). Fostering student engagement: Creative Problem-Solving in small group facilitations. Collected Essays on Learning and Teaching, 8, 153-164.10.22329/celt.v8i0.4227Search in Google Scholar

Sandlin, J. A., Redmon Wright, R., & Clark, C. (2011). Reexamining Theories of Adult Learning and Adult Development Through the Lenses of Public Pedagogy. Adult Education Qurterly, 63(1), 3-23.10.1177/0741713611415836Search in Google Scholar

Schaffer H. R. (2010) Key Concepts in Developmental Psychology, transtaled by R. Andruszko, Kraków, Wydawnictwo Uniwersytetu Jagiellońskiego.Search in Google Scholar

Spitzer, M. (2012). Lernen: Gehirnforschung und die Schule des Lebens, translated by M. Guzowska-Dąbrowska, Warszawa: Wydawnictwo Naukowe PWN.Search in Google Scholar

Steffens, K. (2015). Competences, Learning Theories and MOOCs: Recent Developments in Lifelong Learning. European Journal of Education, 50(1), 41-59.10.1111/ejed.12102Search in Google Scholar

Sternberg, R. J., Reznitskaya, A., & Jarvina, L. (2007). Teaching for wisdom: what matters is not just what students know, but how they use it. London Review of Education, 5(2), 143-158.10.1080/14748460701440830Search in Google Scholar

Terwel, J. (1999). Constructivism and its implications for curriculum theory and practice. Curriculum studies, 31(2), 195-199.10.1080/002202799183223Search in Google Scholar

Treffinger, D. J., & Isaksen, S. G. (2005). Creative problem-solving: History, development, and implications for gifted education and talent development. Gifted Child Quarterly, 49(4), 342.10.1177/001698620504900407Search in Google Scholar

Uszyńska-Jarmoc, J. (2005). Warunki i sposoby stymulowania aktywności twórczej dziecka w systemie edukacji zintegrowanej. [Conditions and ways of stimulating child’s creative activity in integrated education system]. In K. J. Szmidt, M. Modrzejewska-Świgulska (Eds.), Psychopedagogika działań twórczych. [Psycho-pedagogy of creative activities]. (pp. 233-250). Kraków: Oficyna Wydawnicza Impuls.Search in Google Scholar

Uszyńska-Jarmoc, J. (2012). Rozumiem siebie i szkołę, umiem i chcę się uczyć - metauczenie się dziecka w świetle wyników badań jakościowych. [I understand myself and the school, I can and I want to learn - child’s meta-learning in view of qualitative research results]. In M. Kowalik-Olubińska (Ed.), Dzieciństwo i wczesna edukacja w dynamicznie zmieniającym się świecie. [Childhood and primary education in dynamically changing world]. (pp. 256-282). Białystok: Wydawnictwo „Trans Humana”.Search in Google Scholar

Uszyńska-Jarmoc, J. (2015). Poziom samooceny kompetencji metauczenia się i jej wymiarów a osiągnięcia szkolne uczniów klas pierwszych liceum. [Meta-learning skills self-assesment level and size vs. learning achievements of secondary school first graders ]. In J. Uszyńska-Jarmoc, M. Bilewicz (Eds.), Kompetencje kluczowe dzieci i młodzieży. Teoria i badania. [Key abilities of children and youths. Theory and research ]. (pp. 141-161). Warszawa: Wydawnictwo Akademickie Żak.Search in Google Scholar

Uszyńska-Jarmoc, J., & Żak, M. (2013). The First Schoolbook - the Tool of Reproducing Culture by the Child or the Tool of Child’s Participation in Culture? L1- Educational Studies in Language and Literature, 13, 1-18.10.17239/L1ESLL-2013.01.06Search in Google Scholar

Westby, E. L., & Dawson, V. L. (1995). Creativity: Asset or Burden in the Classroom. Creativity Research Journal, 8(1), 1-10.10.1207/s15326934crj0801_1Search in Google Scholar

Young, C. J. (2004). Contributions of Metaknowledge to Retrieval of Natural Categories in Semantic Memory. Journal of Experimental Psychology. Learning, Memory & Cognition, 30(4), 909-916.10.1037/0278-7393.30.4.909Search in Google Scholar

Żak, M. (2013). Wizja idealnego podręcznika w perspektywie uczniów szkoły podstawowej. [Vision of a perfect schoolbook from a perspective of primary school pupils]. Unreleased MA.Search in Google Scholar

Żak-Skalimowska, M. (2018). Rozwijanie umiejętności świadomego uczenia się w procesie twórczym. [Developing the skills of conscious learning in the creative process]. In press.Search in Google Scholar

Zwiernik, J. (1996). Alternatywa w edukacji przedszkolnej. Studium teoretyczno-empiryczne. [Alternative in preschool education. Theoretical and empirical study]. Wrocław: Wydawnictwo Uniwersytetu Wrocławskiego.Search in Google Scholar

Recommended articles from Trend MD

Plan your remote conference with Sciendo