TY - JOUR
T1 - Creating my own story: Improving children’s creative thinking and composition creativity through a three-staged individual-group-individual story writing framework
AU - Kuo, Hsu-Chan
AU - Chang, Chu-Yang
AU - Wang, Jian-Ping
AU - Wu, Estelle linjun
AU - Li, Pei-Lin
PY - 2024/10/28
Y1 - 2024/10/28
N2 - Previous research primarily used creative writing in secondary and undergraduate courses, while practical writing models in primary school merit development. Based on the scaffolding theory, a three-staged Individual-Group-Individual (IGI) storywriting model was developed to cultivate 27 fifth graders’ (11–12 years old) creative thinking and composition creativity in the 14-week course. A mixed-methods approach was conducted, in which the Torrance Test of Creative Thinking, the Composition Creativity Scale, and focus group interviews were employed. The quantitative results indicated that the students significantly improved creativity and composition creativity. The qualitative findings supported these results, highlighting increased incubation time, peer exchange, concept visualisation, the value of scaffolding, and individual portfolios. The three-staged IGI model has been indicated as an effective approach that future studies and educational practices can use.
AB - Previous research primarily used creative writing in secondary and undergraduate courses, while practical writing models in primary school merit development. Based on the scaffolding theory, a three-staged Individual-Group-Individual (IGI) storywriting model was developed to cultivate 27 fifth graders’ (11–12 years old) creative thinking and composition creativity in the 14-week course. A mixed-methods approach was conducted, in which the Torrance Test of Creative Thinking, the Composition Creativity Scale, and focus group interviews were employed. The quantitative results indicated that the students significantly improved creativity and composition creativity. The qualitative findings supported these results, highlighting increased incubation time, peer exchange, concept visualisation, the value of scaffolding, and individual portfolios. The three-staged IGI model has been indicated as an effective approach that future studies and educational practices can use.
U2 - 10.1016/j.cogdev.2024.101513
DO - 10.1016/j.cogdev.2024.101513
M3 - Article
SN - 0885-2014
VL - 72
JO - Cognitive Development
JF - Cognitive Development
M1 - 101513
ER -