1. bookVolume 8 (2021): Edizione 1 (June 2021)
Dettagli della rivista
Prima pubblicazione
16 Apr 2015
Frequenza di pubblicazione
2 volte all'anno
access type Accesso libero

Boundary Crossing Creativity in the Design of Digital Resources for Teaching and Learning about Climate Change

Pubblicato online: 30 Aug 2021
Volume & Edizione: Volume 8 (2021) - Edizione 1 (June 2021)
Pagine: 213 - 235
Ricevuto: 10 May 2021
Accettato: 05 Jul 2021
Dettagli della rivista
Prima pubblicazione
16 Apr 2015
Frequenza di pubblicazione
2 volte all'anno

We approach creativity in educational design with teachers working together in interdisciplinary communities of practice to develop resources for teaching and learning about climate change in formal school settings. We address climate change as a socio-scientific ‘wicked problem’ and discuss the notion of creativity in educational design in a context of transformative intervention in education leading away from silo academic domain paradigms. We perceived the resources as boundary objects during the process of communication and joint design by the diverse community members. Our interest focused on studying the boundary crossing processes which facilitated creative ideas to come out, selected and transcribed into the actual resources designed. Critical episode analysis showed that boundary crossing mechanisms were employed in the interactions among the educational designers aided by and in interaction with digital media supporting collaboration. These socio-technical interactions functioned as an empowered professional learning and working milieu, within which creative processes and outcomes were nurtured. In particular, educational designers, along with trying to frame climate change as a wicked problem, attempted to address the challenging issue of designing a creative educational resource on this topic. Our research suggests that boundary crossing creativity in interdisciplinary teams of educational designers can be an answer to not only how to focus learning on addressing the grand wicked problems of our times, but also how to deal with the multiple challenges arising from educational design per se.


Adler, J. (2000). Conceptualising resources as a theme for teacher education. Journal of Mathematics Teacher Education, 3(3), 205–224.10.1023/A:1009903206236 Search in Google Scholar

Akkerman, S.F., & Bakker, A. (2011). Boundary Crossing and Boundary Objects. Review of Educational Research, 81(2), 132–169.10.3102/0034654311404435 Search in Google Scholar

Arias, E., Eden, H., Fischer, G., Gorman, A., & Scharff, E. (2000). Transcending the individual human mind— creating shared understanding through collaborative design. ACM Transactions on Computer-Human Interaction (TOCHI), 7(1), 84–113.10.1145/344949.345015 Search in Google Scholar

Bakker, A., & Akkerman, S.F. (2014). A boundary-crossing approach to support students’ integration of statistical and work-related knowledge. Educational Studies in Mathematics, 86(2), 223–237.10.1007/s10649-013-9517-z Search in Google Scholar

Brown, T. (2008). Design thinking. Harvard Business Review. http://surreycreativeacademy.pbworks.com/f/Design+Thinking+Tim+Brown.pdf Search in Google Scholar

Cantor, A., DeLauer, V., Martin, D., & Rogan, J. (2015). Training interdisciplinary “wicked problem” solvers: Applying lessons from HERO in community-based research experiences for undergraduates. Journal of Geography in Higher Education, 39(3), 407–419.10.1080/03098265.2015.1048508 Search in Google Scholar

Clinton, G., & Hokanson, B. (2012). Creativity in the training and practice of instructional designers: the Design/Creativity Loops model. Educational Technology Research and Development, 60(1), 111–130.10.1007/s11423-011-9216-3 Search in Google Scholar

Conklin, J. (2005). Wicked Problems & Social Complexity. Dialogue Mapping: Building Shared Understanding of Wicked Problems. Wiley. Search in Google Scholar

Coyne, R. (2005). Wicked problems revisited. Design Studies, 26, 5–17.10.1016/j.destud.2004.06.005 Search in Google Scholar

Darbellay, F., Moody, Z., & Lubart, T. (Eds.). (2017). Creativity, design thinking and interdisciplinarity. Springer: Singapore.10.1007/978-981-10-7524-7 Search in Google Scholar

Daskolia, M., & Kynigos, C. (2012). Applying a Constructionist Frame to Learning about Sustainability. Creative Education, 3, 818–823.10.4236/ce.2012.326122 Search in Google Scholar

Daskolia, M., Dimos, A., Kampylis, P. (2012). Secondary teachers’ conceptions of creative thinking within the context of Environmental Education. International Journal of Environmental and Science Education, 7(2), 269–290. Search in Google Scholar

Daskolia, M., Kolovou, A., & Kynigos, C. (2016). Social Creativity in the Design of Digital Resources. Interweaving Math with Environmental Education. In Proceedings of the 8th International Conference on Computer Supported Education (pp. 134–143). Search in Google Scholar

Daskolia, M., Kynigos, C., & Kolovou, A. (2018). Addressing Creativity in the Collaborative Design of Digital Books for Environmental and Math Education. In Research on e-Learning and ICT in Education (pp. 69–86). Springer, Cham.10.1007/978-3-319-95059-4_4 Search in Google Scholar

Drenth, D., Elahi, S., König, A. (2017). Exploring alternative futures with scenarios. In A. König, A., & J. Ravetz, (Eds.), Sustainability science: Key issues (pp. 113–132). Routledge. Search in Google Scholar

Engeström, Y. (2001). Expansive learning at work: Toward an activity theoretical reconceptualization. Journal of Education and Work, 14(1), 133–156.10.1080/13639080020028747 Search in Google Scholar

Engeström, Y., Engeström, R., & Kärkkäinen, M. (1995). Polycontextuality and boundary crossing in expert cognition: Learning and problem solving in complex work activities. Learning and instruction.10.1016/0959-4752(95)00021-6 Search in Google Scholar

Fischer, G. (2004). Social creativity: turning barriers into opportunities for collaborative design. In Proceedings of the 8th conference on Participatory design “Artful integration: interweaving media, materials and practices”, v. 1 (pp. 152–161). Search in Google Scholar

Fischer, G., Giaccardi, E., Eden, H., Sugimoto, M., & Ye, Y. (2005). Beyond binary choices: Integrating individual and social creativity. International Journal of Human-Computer Studies, 63(4–5), 482–512.10.1016/j.ijhcs.2005.04.014 Search in Google Scholar

Fischer, G. (2013), Social creativity and cultures of participation: Bringing cultures of creativity alive. Billund: The LEGO Foundation. Available from: www.legofoundation.com Search in Google Scholar

Funtowicz, S.O., & Ravetz, J.R. (1993). The emergence of post-normal science. In Science, politics and morality (pp. 85–123). Springer: Dordrecht. Search in Google Scholar

Gibson R., & Fox M. (2013). Simple, Complex and Wicked Problems. http://mofox.com/pdf/simple,complex,wicked.pdf Search in Google Scholar

Gueudet, G., & Trouche, L. (2009). Towards new documentation systems for mathematics teachers? Educational Studies in Mathematics, 71(3), 199–218.10.1007/s10649-008-9159-8 Search in Google Scholar

Gustafson, K.L., & Branch, R.M. (1997). Revisioning models of instructional development. Educational Technology Research and Development, 45(3), 73–89.10.1007/BF02299731 Search in Google Scholar

Hansen, G., & Stone, D. (2016). Assessing the observed impact of anthropogenic climate change. Nature Climate Change, 6(5), 532–537.10.1038/nclimate2896 Search in Google Scholar

Hulme, M. (2009). Why we disagree about climate change: Understanding controversy, inaction and opportunity. Cambridge University Press.10.1017/CBO9780511841200 Search in Google Scholar

Incropera, F.P. (2015). Climate Change: A Wicked Problem—Complexity and Uncertainly at the Intersection of Science, Economics, Politics and Human Behaviour. Cambridge: Cambridge University Press. Search in Google Scholar

Kagawa, F., & Selby, D. (Eds.). (2010). Education and Climate Change: Living and Learning in Interesting Times. Routledge. Search in Google Scholar

Kereluik, K., Mishra, P., Fahnoe, C., & Terry, L. (2013). What knowledge is of most worth: Teacher knowledge for 21st century learning. Journal of Digital Learning in Teacher Education, 29(4), 127–140.10.1080/21532974.2013.10784716 Search in Google Scholar

Kynigos, C., & Kalogeria, E. (2012). Boundary crossing through in-service online mathematics teacher education: the case of scenarios and half-baked microworlds. ZDM, 44(6), 733–745.10.1007/s11858-012-0455-5 Search in Google Scholar

Kynigos, C., & Kolovou, A. (2018). Teachers as designers of digital educational resources for creative mathematical thinking. In Research on Mathematics Textbooks and Teachers’ Resources (pp. 145–164). Springer, Cham.10.1007/978-3-319-73253-4_7 Search in Google Scholar

Lave, J. & Wenger, E. (1991). Situated learning. CambridgeQ: Cambridge University Press.10.1017/CBO9780511815355 Search in Google Scholar

Lazarus, R. (2009). Super Wicked Problems and Climate Change: Restraining the Present to Liberate the Future. Cornell Law Review, 94(5), 1153–1233. Search in Google Scholar

Lehtonen, A., Salonen, A.O., & Cantell, H. (2019). Climate change education: A new approach for a world of wicked problems. In Sustainability, human well-being, and the future of education (pp. 339–374). Pal-grave Macmillan, Cham.10.1007/978-3-319-78580-6_11 Search in Google Scholar

Murgatroyd, S. (2010). Wicked problems’ and the work of the school. European Journal of Education, 45(2), 259–279.10.1111/j.1465-3435.2010.01428.x Search in Google Scholar

Newman-Storen, R. (2014). Leadership in sustainability: Creating an interface between creativity and leadership theory in dealing with “Wicked Problems”. Sustainability, 6(9), 5955–5967.10.3390/su6095955 Search in Google Scholar

Palmer, J.M., Smith, T., Willetts, J.R., & Mitchell, C.A. (2009). Creativity, ethics and transformation: Key factors in a transdisciplinary application of systems methodology to resolving wicked problems in sustainability. Systemic development: Local solutions in a global environment, 1, 69–71. Search in Google Scholar

Remillard, J.T. (2005). Examining key concepts in research on teachers’ use of mathematics curricula. Review of Educational Research, 75(2), 211–246.10.3102/00346543075002211 Search in Google Scholar

Rittel, Horst W. J. & Webber, Melvin M. (1973). Dilemmas in a General Theory of Planning. Policy Sciences, 4(2), 155–169.10.1007/BF01405730 Search in Google Scholar

Seels, B.A., & Glasgow, Z. (1998). Making instructional design decisions (2nd ed.). Upper Saddle River, NJ: Prentice Hall. Search in Google Scholar

Sharp, E.L., Fagan, J., Kah, M., McEntee, M., & Salmond, J. (2021). Hopeful approaches to teaching and learning environmental “wicked problems”. Journal of Geography in Higher Education, 1–19.10.1080/03098265.2021.1900081 Search in Google Scholar

Star, S.L., & Griesemer, J.R. (1989). Institutional ecology, translations and boundary objects: Amateurs and professionals in Berkeley’s Museum of Vertebrate Zoology, 1907–39. Social Studies of Science, 19(3), 387–420.10.1177/030631289019003001 Search in Google Scholar

Thofson, K.K.H. (2010). The wicked problem and the instructional designer: Recognition of and approaches to wicked problems in instructional design practice. Doctoral dissertation, Capella University. Search in Google Scholar

UNESCO (2017). Changing Minds, not the Climate: The Role of Education. Paris: UNESCO. Search in Google Scholar

Wals, A. E. (2015). Beyond unreasonable doubt. Education and learning for socio-ecological sustainability in the Anthropocene. Wageningen University. Search in Google Scholar

Wenger, E. (1998). Communities of practice: Learning as a social system. Systems thinker, 9(5), 2–3. Search in Google Scholar

Articoli consigliati da Trend MD

Pianifica la tua conferenza remota con Sciendo