Loading...
Please wait, while we are loading the content...
16 Using Portfolios to Enhance Creative Thinking
| Content Provider | Semantic Scholar |
|---|---|
| Author | Barak, Moshe Doppelt, Yaron |
| Copyright Year | 2001 |
| Abstract | Education has long emphasized imparting cognitive competencies, such as logical-mathematical thinking, problem solving, and creativity, along with social and personal competencies. Infusing metacognition thinking skills into any course may provide a rich learning environment while also contributing to a better understanding of the discipline under study (Ennis, 1989; Glaser, 1993). The constructivist learning approach also emphasizes these principles: Learning is an active process; the learner absorbs information from the environment and derives meaning from it; learning needs to relate to pupils’ daily lives; meaningful assignments place responsibility with the pupil and gives him or her freedom; and activity-based practice involves planning and constructing products and systems in an environment outside the school (Brooks & Brooks, 1993). Computerized technological systems can provide a rich learning environment which can expose the learner to a variety of experiences such as true modeling, simulations, building models that represent formulas, algorithms, graphics, and animation. One of the better known examples of such a rich computerized learning environment is the LEGO-Logo system. Resnick and Ocko (1991) believe this learning environment puts children in control since they formulate their own designs and experiments, and work on projects that they care about personally. Project learning also encourages pupils to work in teams (Barak & Maymon, 1998; Barak, Maymon, & Harel, 1998; Denton, 1994). In this way, pupils combine “hands-on” activities with what Papert (1980) has termed “heads-in” activities. Despite the increasing recognition of the educational importance of rich learning environments and projectbased learning, many educators do not have sufficient tools to realize the potential of technology education in fostering the development of higher order intellectual skills. Thus, it’s crucial to delineate the higher order thinking skills we wish to inculcate as we search for ways to manifest them in pupils’ work. |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | https://scholar.lib.vt.edu/ejournals/JOTS/Summer-Fall-2000/pdf/barak.pdf |
| Alternate Webpage(s) | http://scholar.lib.vt.edu/ejournals/JOTS/Summer-Fall-2000/pdf/iandoli.pdf |
| Alternate Webpage(s) | http://scholar.lib.vt.edu/ejournals/JOTS/Summer-Fall-2000/pdf/call.pdf |
| Alternate Webpage(s) | http://scholar.lib.vt.edu/ejournals/JOTS/Summer-Fall-2000/pdf/online.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
