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The S-CREAT model for designing creativity in the computer science classroom

O’Callaghan, Gemma
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http://hdl.handle.net/10379/17918
https://doi.org/10.13025/16256
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Publication Date
2023-09-25
Type
Thesis
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Abstract
The inclusion of Computer Science (CS) in national and international curricula represents an opportunity to foster creativity amongst second level computer science educators, and ultimately their students. This study contributes to the theoretical knowledge of initial teacher education and the necessary components of a creative learning environment in CS education. This study implemented a novel approach combining innovative teaching methodologies to equip second level teachers with competencies required to cultivate creativity in computer science education. This educational design research study encompassed iterative cycles of design, implementation and testing, and redesign to develop the creativity-enhancing design model. The S-CREAT framework is underpinned by the six theoretical concepts: Student engagement, Creative confidence, Risk taking, Empathy, Attitudes, and Technology. The study involved 54 student teachers who engaged with the design cycles, therefore enabling the researcher to systematically evaluate and improve the effectiveness of the creativity-enhancing CS teaching intervention through the series of successive iterative implementations. Quantitative and qualitative data were gathered using surveys, individual and group reflections, online polls, student assessment materials, and instructor observations. The data derived from these assessments was the focus of a critical analysis guided by the S-CREAT theoretical framework and design model, with the resulting design changes applied in the following cycle. The components of the educational intervention were refined following each iteration in order to generate adaptable design principles while simultaneously optimising a creative learning environment in CS education. This thesis contributes to the understanding of creativity in CS teacher education. The findings suggest that a teaching intervention that fosters the creativity of CS students and pre-service teachers can be successfully designed and implemented for use in computer science education settings at post-primary level. Furthermore, it is also evident this study provides a practical research output in the form of the creativity enhancing CS intervention and associated learning resources, which were designed for initial teacher education in computer science.
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Publisher
NUI Galway
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Rights
Attribution-NonCommercial-NoDerivs 3.0 Ireland
CC BY-NC-ND 3.0 IE