GENERATING SCIENTIFIC CREATIVE IDEAS IN CASE-BASED BLENDED LEARNING THROUGH DIGITAL MIND MAPPING: A CASE STUDY IN STATIC FLUIDS
Abstract
One of the methods in blended learning is case-based learning, which focuses on problem-solving through analyzing real case studies. This research aims to generate creative scientific ideas through creative scientific assignments by implementing Case-Based Blended Learning supported by Digital Mind Mapping. This exploratory research examines how Science Education students engage in tasks designed to generate scientific creativity with technological support, specifically how they generate ideas in small groups through applying relevant thinking strategies, communicating socially, and building creative ideas based on digital mind mapping. Is there a difference between high- and low-performing groups in the idea-generation process, and if so, what is the difference? Digital Mind Mapping was used to facilitate group thinking. Participants consisted of 16 3rd semester students working in 4 groups on a series of scientific creativity tasks. All categories emerged in the conversations, although the frequency of occurrence varied. Compared to the low-performing group, the high-performing group engaged more in divergent thinking, use of digital mind mapping, and regulative discussion, and associated these activities more closely with the idea development process. These findings have implications for the design of technology-based educational interventions that aim to encourage and enhance group creativity in science education.
Keywords
Blended learning, Case-based learning, Digital mind mapping, Scientific creativity, Creative idea generation.
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