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Password Changed Successfully Your password has been changed. Returning user. Request Username Can't sign in? Forgot your username? Enter your email address below and we will send you your username. Catalogue Search for "history today" Literature Creativity and learning in secondary English: teaching Creativity and learning in secondary English: teaching for a creative classroom McCallum, Andrew.

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Sydney, Australia. The whole Web 2. But, according to Scopus, it was not until when the number of studies that showed the incorporation of this kind of technologies in science education expanded, which justifies the interest of focusing the present study in the last decade. Specifically, we will address the following research questions RQ :.

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Which specific roles of digital technologies have been identified in the existing literature that support collaborative and creative processes in science education? Which forms of technology and technological features have been used to support and orchestrate collaborative and creative processes in science education? What pedagogical principles have been identified focusing on the promotion of social creativity using technology in science education practices and for all the students?

A scoping review was carried out following the methodological framework initially proposed by Arksey and O'Malley and improved years later by Levac et al. This framework establishes five different stages: a identifying the corresponding research questions; b identifying studies that are relevant for those questions; c selecting studies; d charting data; and e summarizing and reporting results.

Automated searches of selected digital libraries were carried out to identify the most relevant studies on the development of social creativity skills using digital technology in science education. We selected the main articles within this field from Scopus and Web of Science WOS , which are relevant databases for educational research. Firstly, we examined the titles, abstracts, and keywords of different studies previously found as relevant Jang, ; Seitamaa-Hakkarainen et al.

Table 1 presents the general inclusion and exclusion criteria applied that ensure that only relevant literature for the objectives of the present work were accepted. More specifically, Figure 1 summarizes the screening procedure followed where the aforementioned inclusion and exclusion criteria were applied in order to select the key studies. The initial selection comprised articles and, after excluding duplicated texts, was shortlisted to articles.

Integrating Creativity and Innovation into Teaching

During a first screening, we excluded conference proceedings, books, books chapters, and papers whose title and abstract were unrelated to the purposes of the present review. After this initial screening, 91 full-text papers, considered potentially relevant for this study, were fully read and assessed on their adequacy to our research purposes. As a result, 48 of them were discarded since they were not related to the domain of science excluding mathematics or social sciences studies or not aimed to our targeted educational levels.

Also, 20 more articles were discarded because they did not explicitly report on the development of a creative process in the domain of science using technology.

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This process resulted in a final selection of 23 relevant documents for our research. In order to answer the proposed research questions, the following five ranges of data values were extracted from the 23 selected studies: a study aims and objectives; b participants age, level of education ; c role and type of digital technology; d main pedagogical principles to promote creativity in science education for all students; and e collaborative learning pedagogies. In order to address the research questions, data were extracted from the abstract, findings, or conclusions sections of the studies.

The authors of the present paper participated in the process and the data obtained were stored in evidence tables. This facilitated the handling of the information extracted including charting of key features of the selected studies. To develop a critique and identify key themes, a narrative synthetic approach was applied Davis et al.

In this phase, we analyzed and categorized separately the data and, later, discussed and agreed collaboratively a set of themes deriving from the initial research questions. The search only considered peer-reviewed papers written in English between and Admittedly, the choice of keywords used or omitted and the data-bases used may have limited our findings.

Thus, other studies relevant to the topic of the present work may have been excluded. It is also possible that methodological decisions for extracting and synthesizing data could have introduced some subjectivity. Some actions to mitigate the impact of some of these limitations could be to examine the reference list of the selected publications and perform trial searches. Firstly, this section provides a brief overview of key findings of the scoping review.

Secondly, it lays out the results that tackle the three research questions posed in this review.

How to use creativity in the classroom

Table 2 provides an overview of the core data extracted from the selected studies aiming to give an answer to the proposed research questions. Table 2. Summary of the reviewed studies that report on creative practices with digital technologies in the science domain.

In three of these works, the study was undertaken with a sample that includes both elementary and secondary students. On the other hand, only five studies were carried out with either pre-service teachers or in-service elementary or secondary teachers. Figure 2 displays the results in relation to the roles that technology plays in fostering students' social creativity in science education in the reviewed studies RQ1 and in relation to the forms of technology used to support social creativity RQ2. Figure 2. Roles of technology reported by the studies reviewed according to the specific technology used.

In relation to which specific roles of digital technologies could be identified in the existing literature to support collaborative and creative processes in science education RQ1 , the qualitative analysis of the papers selected for this review identified three different roles of technology in fostering students' social creativity in science education: 1 technology as a tutor that supports and facilitates the emergence of key creative processes in science; 2 technology as a tool which utilization and appropriation of its characteristics by the students becomes an instrument to think creatively; and 3 technology as a medium or an environment that stimulates collaborative and creative thinking.

These three roles are not mutually exclusive, e. Both roles were introduced through the use of a wide range of digital technologies. Six different forms of digital technology were identified in the studies reviewed in order to promote social creativity in science education for all students RQ2.

Furthermore, the studies also reported on different pedagogical principles and scenarios where knowledge creation was performed RQ3.

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On the one hand, authentic science problems were tackled in the selected studies in which three different types of student-centered activities were designed to promote skills and knowledge for solving scientific problems: i. Different forms of technology were used to perform these three different types of student-centered activities, as Figure 3 shows.

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Figure 3. Type of student-centered activities reported by studies selected according to the form of technology used. As seen in Figure 3 , web-based technology, digital platforms, mobile technology and robotics are the forms of technology most frequently used to mediate in solving the three types of student-centered activities. Next, we address the discussion of the results obtained in relation to the three research questions proposed in this review. Knowledge in the twenty-first century is highly shaped by the development and affordances of technology Higgins, Certainly, a specific technology imposes certain constrains and opens up a range of opportunities available to a group of learners.

In this line, Wegerif claims that technology shapes thinking from within because it impacts on how we actually think and interact with others. Although technological settings establish preconditions for educational opportunities, they do not causally determine these activities, or their peer-assisted learning outcomes Oliver, Because of this, there is a need to study how collaborative activities occur interactively in a rich-technology context in order to further understand the students' peer-assisted learning results. Following this argument, in this review paper we analyse how technology is used to promote social creativity in science classes.

Thus, we study how interaction between participant agents i. This analysis will contribute to creating a more insightful discourse and conceptualizing the relationship between different technologies, the way in which they are used and the impact they may have on the users' creative thinking in science education. The qualitative analysis of the papers selected for this review identified three different roles of technology in fostering students' social creativity in science education: 1 technology as a tutor; 2 technology as a tool; and 3 technology as a medium for collaborative and creative thinking see Figure 2.

As mentioned above, these three roles are not mutually exclusive and a particular technology can be used for different purposes or could even be used for different educational objectives during the different students' learning stages. In the following sections, we discuss how technology is used in these three different roles in science classrooms.

Digital technologies can be seen as tools available to facilitate key creative processes in science.