- Довга, Марія Ігорівна (orcid.org/0000-0001-7440-8293) (2023) The development of the components of teenagers’ creativity in the conditions of distance learning in the Junior Academy of Sciences of Ukraine system Diploma thesis, Інститут обдарованої дитини.
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Abstract
Dovha M.I. The development of the components of teenagers’ creativity in the conditions of distance learning in the Junior Academy of Sciences of Ukraine system. - Qualifying scientific work (manuscript). Dissertation for the degree of Doctor of Philosophy in specialty 011 Educational and Pedagogical Sciences. ‒ Institute of Gifted Child of the National Academy of Educational Sciences of Ukraine, Kyiv, 2023. In PhD thesis we empirically proved that online learning setting allow to develop teenagers’ creativity successfully and showed that the program aimed at exploring sources of ideas, but not focused on divergent thinking techniques, can be an effective tool for creativity development. We have investigated the conditions for of distance learning effectiveness, in particular, established the importance of involvement and teacher feedback. Additionally, we have explored teachers' beliefs on creativity and their influence on teachers' readiness to develop creativity at schools. We showed that teachers' misconceptions on creativity might be an important obstacle to its development in students. Therefore, it is necessary to develop special programs for creativity development for teenagers that would be beneficial for overcoming misconceptions on creativity and could serve as teachers aid. We created online course for teenagers aimed at creativity development through the exploration of sources for creative ideas. It’s effectiveness were tested for gifted students of the Minor Academy of Sciences of Ukraine and for students of secondary school. The relevance of the investigated problem is due to following reasons. Firstly, taking into account latest situation in the world (pandemic, war), there is a need to ensure the availability of full-fledged education even without physical presence in school if there would be a need. Distance education provides such an opportunity, however, there are some concerns about effectiveness of online learning for development of soft skills, including creativity. Secondly, despite great importance of creativity in the modern world, there are some concerns on inability of school education to create conditions for the creativity development. One of the ways to solve the problem is to create specialized courses aimed at the development of creativity. Online format of such courses would potentially increase their accessibility; however, the effectiveness of such approach needs to be carefully studied. The Junior Academy of Sciences of Ukraine provides favorable environment for testing of the latest educational approaches. All these factors determined the choice of the topic of the dissertation research: "Development of the components of creativity of teenagers in setting of distance learning in the Junior Academy of Sciences of Ukraine." The theoretical framework of the research include works addressed following problems: components of the individual creative potential and their significance (V. Moliako, T. Barysheva, E. Iliin, T. Amabile, T. Lubart, B. Barbot), biological basis of creativity (A. Deitrich, B. Miller, A. Flaherty), methods of measuring creativity and its components (V. Moliako, J. Guilford, E. Torrance, S. Mednick, T. Amabile, M. Runco, K. Urban, J. Olson, T. Lubart, M. Karwowski et al.), factors influencing creativity development (R. Carvalho, L. Pugsley, T. Amabile, I. Lebuda et al.), approaches to creativity development (D. Davies, B. Jeffrey, M. Besancon, P. Dillon et al.), conditions of distance learning effectiveness (N. Polikhun, K. Postova, M. Burns, D. Thomson, N. Kaya, A. Artino et al.). In our research we used the following methods: theoretical - analysis of philosophical, pedagogical and psychological literature to clarify the essence of key research concepts; comparison, classification and generalization of theoretical and empirical data to identify the components of creative potential, identify approaches and obstacles to its development, search for methods of developing the creative potential of teenagers in distance learning; empirical - diagnostic methods (questionnaires, expert evaluation, testing) for revealing teachers' beliefs about creativity, measuring students creativity, evaluating the effectiveness of the intervention; experimental (summative and formative assessment) - to study the effectiveness of our program for creativity development in teenage students; statistical - mathematical statistics for quantitative and qualitative analysis, evaluating the reliability of the obtained results. Experimental work was conducted at out-of-school institution National Center "Junior Academy of Sciences of Ukraine" and comprehensive school Lyceum No.15 of the city of Chernihiv. Totally, 282 students participated in research, 77 participated in online course for creativity development. The survey of teachers regarding their perception of creativity was conducted online using Google Forms and included 396 respondents. During our research we obtained following results: a) It was developed new structure of individual creative potential based on the literature analysis. b) It was empirically proved possibility of successful development of creativity for teenagers in distance learning setting; c) It was is shown that a program aimed at exploring the sources of creative ideas, but does not focusing on divergent thinking techniques, can be effective tool for the development of creativity; For the first time: ‒ It was proved that creativity of teenagers might be successfully developed during online learning; ‒ It is shown that course, focused on exploring the sources of ideas, but does not focus directly on the techniques of divergent thinking might be beneficial for divergent thinking development. ‒ It was shown than there are differences in online course for creativity development effectiveness for students of Junior Academy of Sciences and students of secondary school; ‒ Ukrainian teachers' beliefs on creativity were studied; it were established the positive role of trainings for the teacher’s readiness to develop creativity, the misconceptions that prevent teachers from effective creativity developing were determined; During our research we improved: ‒ knowledge on creativity, the structure of creative potential and approaches to its development; ̶ knowledge about the conditions for the effectiveness of distance learning; ‒ methodology of creativity development in the online learning setting; During our research we deepened and clarified: ̶ the content of concepts "creativity", "creative potential", "development of creative potential", "distance learning", "online learning"; The following problems received further development: ‒ development of the creative potential of teenagers; ‒ pedagogical environment for the creativity development of teenagers; ̶ role of projects implemented by the National Center "Junior Academy of Sciences of Ukraine" in the creativity development of gifted students; ‒ potential of online education in the development of creativity of teenagers; ‒ studying the influence of student’s engagement on the effectiveness of creativity development in the process of online learning. We developed and implemented the program of the online course aimed at developing the components of creativity of teenagers. It should be noted that our online course can become a supportive tool for teachers at schools and extracurricular educational institutions, parents, and can also potentially be modified for other age groups, in particular, for students of pedagogical specialties and teacher training programs. The practical significance of the obtained scientific results is following: ̶ the study of teacher’s beliefs on creativity and its effect on their readiness to develop students creativity is necessary for further planning of measures to improve creativity development at school; ̶ identification of pedagogical conditions of creativity development during online learning is beneficial for creating online creativity training courses and planning soft skills development in the conditions of online learning; ̶ developed program would help teachers in achieving the goal of developing the creative potential of students. These scientific results can be used in creativity trainings not only for gifted teenagers in extracurricular educational institutions, but also for pedagogical work in secondary education institutions. Further adaptation of the developed program will potentially allow it to be used for work with students of pedagogical universities and for teacher training programs. The results of the research were implemented in the educational process of: the National Center "Junior Academy of Sciences of Ukraine" within the framework of the Open Educational Laboratory (certificate No. 1.3/22-220 dated 10.04.2023) and Lyceum No. 15 of Chernihiv (certificate No. 32 dated 30.01.2023 r.). The main provisions and results of the research were presented in reports at scientific conferences of various levels: international - "Genius and giftedness: perspectives of creativity in information world" (Kyiv, 2019); "Integration of education, science and business in the modern environment: winter debates" (Dnipro, 2021); all-Ukrainian - "National identity as a problem of science and education" (Kyiv, 2020); "Designing the development, psychological and educational support of a gifted personality", (Kyiv, 2021); "Support and counseling of gifted students in modern informational and educational environment" (Kyiv, 2021); "Designing the development, psychological and educational support of a gifted personality in the conditions of martial law" (Kyiv, 2022). The results of the study were discussed at sessions of the Department of Pedagogical Support for Giftedness, annual scientific conferences of the Institute of the Gifted Child of the National Academy of Educational Sciences of Ukraine (2019-2023). Publications. The main results of the dissertation research are presented in 3 (individual) publications, of which 1 presents the main scientific results, 1 is of an approbation nature, and 1 additionally reflects the scientific results of the dissertation. The structure and scope of the dissertation. The dissertation consists of an introduction, three sections of the main part, divided into subsections, conclusions to sections, conclusions to the work and a list of literature (421 titles, of which 404 are in a foreign language), appendices on 23 pages. The total volume of the dissertation is 294 pages, the main content of the dissertation is presented on 209 pages.
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