La interrelación de la creatividad, fluidez, pensamiento lateral y tecnología a la hora de diseñar Juegos Educativos Serios en un aula de ciencias naturales

• Richard Lamb ^[1] ; Leonard Annetta ^[2] ; David Vallett ^[3]
  1. [1] Washington State University

     Washington State University

     Estados Unidos

     
  2. [2] George Mason University

     George Mason University

     Estados Unidos

     
  3. [3] University of Nevada, Las Vegas

     University of Nevada, Las Vegas

     Estados Unidos

     

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• Localización: Electronic journal of research in educational psychology, ISSN-e 1696-2095, Vol. 13, Nº. 36, 2015 (Ejemplar dedicado a: Los videojuegos: nuevos instrumentos para la educación y el desarrollo de habilidades), págs. 219-242
• Idioma: español
• DOI: 10.14204/ejrep.36.14110
• Títulos paralelos:
  • The interface of creativity, fluency, lateral thinking, and technology while designing Serious Educational Games in a science classroom
• Enlaces
  • Texto completo
• Dialnet Métricas: 2 Citas
• Resumen

  • Introducción.

    La creatividad es la producción de los nuevos, originales, únicos, y divergentes productos e ideas mediadas a través del pensamiento lateral. La evidencia sugiere que los altos niveles de creatividad y la fluidez son importantes en el desarrollo continuo de interés de los estudiantes, la eficacia y en última instancia, el impacto de carrera en las ciencias.

    Método.

    En este estudio, 559 estudiantes seleccionados al azar asistieron a un taller largo de ocho meses, para el diseño de videojuegos basados en la ciencia como herramienta de aprendizaje en el aula. Posteriormente, los estudiantes diseñan videojuegos basados en la ciencia que ejemplifican aprendidas, conceptos clave de la ciencia. Al finalizar el taller, todos los estudiantes se les dió la prueba de Pensamiento Creativo de Torrance para ayudar en el desarrollo de la comprensión de la relación entre la creatividad y las construcciones relacionadas.

    Resultados.

    Los autores también explorar las implicaciones de la función del pensamiento lateral como un sistema cognitiva media en el aprendizaje de las ciencias. Los resultados sugieren que existe una diferencia estadísticamente significativa entre el pre-test y post- test y los resultados que los datos confirman el modelo sugerido por el papel de la creatividad, la fluidez y el pensamiento lateral en relación con el procesamiento de la ciencia.

    Discusión y conclusión.

    Tratando de promover el interés en las herramientas de apoyo creativas tales como los que se utilizan durante el diseño de SEGs puede proporcionar convergencia disciplinaria a través del pensamiento lateral. Más específicamente estos resultados están de acuerdo con los resultados encontrados en otros estudios como Yamamoto y Nakakoji (2005), Chen et al (2007) y Spencer, Lucas & Claxton (2012), que sugieren que hay manifestaciones conductuales subyacentes de la creatividad y la fluidez que afecta el proceso de la ciencia y el diseño a través de pensamiento lateral

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