Saturday, 15 September
Conference Hall "Gauja"

Chair person: David Oget, LGECO lab. at INSA of Strasbourg, France

09:00 – 09:30   Silvy Penne, Oslo and Akershus University College of Applied Sciences, Norway. Cross-disciplinary

Approaches: Thinking and Learning in Mathematics and Mother Tongue.

Taking a cross-disciplinary approach (mathematics and Norwegian / mother tongue) we discuss how meta thinking on three different levels enhance learning: awareness of discourses, awareness of genres and awareness of modes of thought. Taking a phenomenological perspective, we draw on Bruner’s ‘two modes of thought’; on the distinction between syntagmatic and paradigmatic thinking. We discuss similarities and differences in teaching and learning the two subjects. Further, we also discuss how pupils position themselves with regard to identity and affinity in the learning context. Our study is based on data from earlier classroom research in the two subjects with a focus on socio-cultural aspects of discourse in the classroom, and on data from ongoing research based on interviews with pupils in upper secondary school.

09:30 – 10:00   Oget D., Cavallucci D. , Sonntag M., Audran J., LGECO lab. at INSA of Strasbourg, France. Evaluation of

the efficiency of using educational computing tools for increasing the inventive thinking skills of French engineers.

French engineering schools can be analysed by the filter of inventive thinking. This paper aims to show whether the introduction of IT skills in learning the TRIZ produce benefits for developing thinking skills. We focus on active and inventive learning. We will determine the educational and pedagogical context and then describe the experience. At the end, we will offer a possible answer to the question in order to let open the discussion with the audience.  

10:00 – 10:30   Sylvia Truman, Regent's College London, UK. Designing creative-collaborative learning tasks in secondary

education classrooms.

A question that has gained widespread interest is ‘how can learning tasks be structured to encourage creative thinking in the classroom?’ This paper adopts the stance of drawing upon theories of learning and creativity to encourage creative thinking in the classroom. A number of scholars have suggested that the processes of ‘learning’ and ‘creativity’ are inextricably linked. Extending upon this, a generative framework is presented which exists as a design support tool for planning creative learning experiences in secondary education. This framework can be instantiated for designing lesson plans and in the design of e-learning technologies.

10:30 - 11:00   COFFEE BREAK

11:00 - 11:30    Liga Roke & Emils Kalis. Riga Teacher Training and Educational Management Academy, Latvia.

Adaptation of Tests of Creative Thinking – Drawing Production in Latvia: results, correlates, perspectives.

Tests for Creative Thinking – Drawing Production is considered as an alternative method to widely accepted creative thinking testing with divergent thinking tests elaborated by E. P. Torrance (1967; 2007). TCT-DP assesses creative potential as an ability to generate new ideas, make connections, look at things from another prospective and cross the boundaries. It is suitable for most age and ability groups and has been mainly used in Europe. This study explored the possibility of implementing TCT-DP among students in Latvia. Results from a TCT-DP field study of 250 Latvian students from 9th grade were obtained. The presentation includes steps taken to adapt TCT-DP in Latvian culture: test translation, test implementation, training of testing experts, scoring and achieving high inter-rater reliability, score interpretation. Moreover, the correlation of test results with academic achievements was made. Findings provide useful information for teachers and school administrators about possibilities of testing creativity with reliable and valid instrument and possibilities to reveal the strengths of student s creative potential.