Aguilar David, Pifarre Turmo Manoli
Faculty of Education, Psychology and Social Work, University of Lleida, Lleida, Spain.
Front Psychol. 2019 Jul 2;10:1474. doi: 10.3389/fpsyg.2019.01474. eCollection 2019.
Enhancing creativity and developing technology skills in the classroom are the future of education and can turn out to be powerful tools to smooth out inequalities in class. This paper presents a systematic scoping review study of the literature focusing on cases of social creativity and digital technology embedded in science education. To this end, 23 empirical studies were selected from several databases-all in English and subjected to a blind peer-review process-to address the interconnectedness of key themes encapsulated in the following three research questions: (i) which digital technology roles support collaborative and creative processes in science education? (ii) which forms of technology and technological features support and organize the aforementioned creative processes? and (iii) what pedagogical principles guide the promotion of social creativity using technology in science education and involve all the students? Results show that technology can play different roles in promoting social creativity: (1) as a tutoring device that nurtures some key science creative processes; (2) as a tool that shapes students' creative thinking; and (3) as a medium that builds the supportive environment to perform collective creativity processes. In our project, these three roles were performed using a wide range of web 2.0 technologies (e.g., web-based environments, digital platforms, mobile technology) that both engaged all students in active and rich user experience for collective knowledge creation and equipped all learners with the necessary skills that would turn them into active, i.e., dynamic and resourceful, citizens in a swiftly changing world.
在课堂上提高创造力和培养技术技能是教育的未来，并且可能成为消除课堂不平等现象的有力工具。本文呈现了一项系统性的文献综述研究，重点关注科学教育中嵌入的社会创造力和数字技术案例。为此，从多个数据库中选取了23项实证研究——均为英文——并经过盲审同行评审流程，以解决以下三个研究问题中所包含的关键主题的相互关联性：（i）哪些数字技术角色支持科学教育中的协作和创造性过程？（ii）哪些技术形式和技术特征支持并组织上述创造性过程？以及（iii）哪些教学原则指导在科学教育中利用技术促进社会创造力并让所有学生参与其中？结果表明，技术在促进社会创造力方面可以发挥不同作用：（1）作为一种培养一些关键科学创造性过程的辅导工具；（2）作为一种塑造学生创造性思维的工具；以及（3）作为一种构建支持性环境以进行集体创造力过程的媒介。在我们的项目中，这三种作用是通过广泛的网络2.0技术（如基于网络的环境、数字平台、移动技术）来实现的，这些技术既让所有学生参与到积极且丰富的集体知识创造用户体验中，又为所有学习者提供了必要技能，使他们能够在迅速变化的世界中成为积极的，即充满活力和足智多谋的公民。
