The study emphasizes two major issues of development: poverty theories and human development. Human development is understood as a process of expanding human freedoms and potential. Focus is put on the perception of Ethiopians on the promotion of creativity as possible means to foster human development and as a result reduce many dimensions of poverty. The study evaluates the perception of people involved in child development in Ethiopia regarding the promotion of ‘creativity as capability’ as a factor contributing to human development. The conclusions of this study can provide Ethiopian development effort with practical insight on how Ethiopian citizens perceive ‘creativity’ within their culture as potential chance and effective addition to promote human development in Ethiopia. The study identifies several existing as well as absent aspects of creativity within Ethiopian society and presents practical starting points to establish ‘creativity as capability’ on micro-level in Ethiopian communities. / Development Studies / M.A. (Development Studies)

This thesis focuses on learner support in Chinese distance education. It draws a picture of Chinese modern distance education, covering the major issues in the field of learner support, and small group work as peer support. The aim of the study is to find out whether or not the learner support, that distance students at university level obtained, has the tendency to support students’ deep learning. The aim has been achieved by examining learner support in six institutions of ICT-based distance education in China. Three other sources of learner support are investigated. The main objectives of the study are: 1) to describe the distance students’ characteristics; 2) to examine their learning habits, learning organizations, and their interactions; 3) to investigate the student support provided by the institutions; family support; societal support; and peer support in the form of small group work. The purpose of this study is to define current practices of learner support in the six distance education institutions, determining the extent of similarities and differences on learner support services among these institutions. The study is applying a case-study approach, using qualitative and quantitative methods to investigate the six Chinese distance education institutions. During the first stage, several field visits were conducted in different research sites with on-site participant observation, non-participant observation and interviews for obtaining knowledge of Chinese distance education. In the second stage, a survey with a student questionnaire was distributed to students present and others online, in total 587. In addition, semi-structured interviews with staff members (administrators, instructors and tutors), individual students, and student focus groups were performed. The present research is one of the few in-depth case studies that focus on the relation between learner support system and different approaches to learning. On the basis of these research findings, the importance of a well-designed learner support system for the distance learner, a system for fostering creative, critical or independent thinking skills, or deep learning, in line with Chinese cultural and social conditions, is underlined.

University of Macau / Faculty of Education

O estudo objetivou analisar como e se um Ambiente Visual de Programação pode contribuir apoiando os processos criativos de adolescentes, sendo uma ferramenta auxiliar para a aprendizagem pela solução de problemas, incitando novas formas de utilização das TIC na educação. O presente estudo justifica-se pela necessidade de aprofundar as questões relacionadas ao uso das TIC pelos docentes da Educação Básica e não apenas o uso de projetores e vídeos para substituir o quadro de giz, ou ferramentas de pesquisa em sites de busca apenas para transmitir informações de maneira a privilegiar as metodologias tradicionais de ensino. Como metodologia de pesquisa optou-se pela abordagem qualitativa de natureza interpretativa do tipo estudo de caso múltiplo. A apreensão dos dados foi em campo experimental por meio de questionário socioeducacional e diários de bordo, seguida da análise de conteúdos e descrição dos resultados obtidos. Os participantes do estudo foram adolescentes de 13 escolas públicas e privadas de Ensino Fundamental e do Ensino Médio no Município de Araucária-Pr. O estudo evidenciou o desenvolvimento das funções psicológicas superiores, pensamento computacional nos estudantes como atenção, memória e percepção. Estas habilidades foram observadas durante a elaboração dos projetos, por meio das habilidades de compreensão, planejamento, retrospecto e desenvolvimento de estratégias individuais e coletivas para a solução dos problemas encontrados. Este estudo se diferencia de outros já realizados com o Scratch, pois, enfatiza a busca da liberdade e criatividade dos sujeitos discentes na elaboração de projetos próprios, como estratégia para a autonomia. / The study aimed to analyze how and if a Visual Programming Environment can contribute by supporting the creative processes of adolescents, an auxiliary tool for learning by problem solving, encouraging new ways of using ICT in education. This study is justified by the need to deepen the issues related to the use of ICT in Basic Education teachers and not only the use of projectors and videos to replace the chalkboard, or research tools in search engines only to convey information in order to favor traditional teaching methodologies. As a research methodology was chosen qualitative approach to interpretation, the study of case type. The seizure of the data was in experimental field through socio-educational and daily quiz board, followed by analysis of content and description of the results obtained. Study participants were adolescents from 13 public and private elementary schools and high school in the city of Araucaria-Pr. The study showed the development of higher psychological functions, computational thinking in students such as attention, memory and perception. These skills were observed during the preparation of projects, through the comprehension skills, planning, retrospect and development of individual and collective strategies to solve the problems encountered. This study differs from others already undertaken with Scratch therefore emphasizes the pursuit of freedom and creativity of the subjects students in developing their own projects, as a strategy for autonomy.

This thesis describes the proces of implementation of selected elements of Philosophy for Children in the activities of an after-school club. Philosophy for Children and the school club are presented in the theoretical part. The case study describes twenty Philosophy for Children sessions carried out in the morning and afternoon school club programme. Furthermore, factors influencing the programme that have been encounte-red during the philosophical sessions are discussed.

The aim of this investigation was to determine the modes of thinking and learning of South African disadvantaged learners as well as to discover whether the teaching methods used by their teachers, encourage diverse cognitive skills and learning styles amongst learners. A survey of existing literature on this subject identifies a number of theories that indicate that learners come to school with diverse modes of thinking and learning. Furthermore, existing literature, indicate that educationally disadvantaged learners tend towards a Field Dependent, socially orientated mode of cognitive processing and a largely visual and kinaesthetic mode of sensory processing information. Research also reveals that teaching methods and teacher expectation of learner potential play a vital role in the academic achievement of disadvantaged learners. Teachers tend to have lower expectations of the academic potential of disadvantaged learners. Moreover, teachers tend to favour teaching methods that meet the needs of learners who use Field Independent cognitive and Auditory sensory processing. Another aspect acknowledged in existing literature that influences the academic achievement of disadvantaged learners is the role of family and the community. Disadvantaged learners generally do not have the support and security of a stable home and are frequently exposed to violence and an educationally impoverished environment. Parents and guardians tend to be less involved in the education of their children. Disadvantaged learners who were part of this empirical study conducted in the Ekhuruleni Metropolitan area, east of Johannesburg, South Africa, showed a more concrete approach to academic activities and revealed a tendency towards Field Dependency and a visual and kinaesthetic sensory approach to processing information. Learners preferred more frequent social interaction during academic activities. The study also found that the teaching method most commonly used in the geographical area mentioned above, took the form of lecturing or `chalk-and-talk' and that teaching aids generally took the form of worksheets. Hence the teaching approach most used by teachers in the study, did not address the modes of thinking and learning of disadvantaged learners in the schools that participated in the empirical study and generally did not encourage deeper cognitive structures. / Educational Studies / D. Ed. (Psychology of Education)

The aim of this study is to report findings of inquiry into the role that problem-based approach can play in the teaching and learning of Technology in Thabo-Mofutsanyana District in Qwaqwa. This study followed qualitative research methods and ethnographic design informed by the researcher’s desire for the study to be conducted from firsthand knowledge generated in the research setting. The researcher interviewed Grade 9 Technology teachers and experts, observed teaching and learning in two participating and two non-participating secondary schools in Murray & Roberts Technology Olympiad and analysed Technology teachers’ lesson plans and workschedules, portfolios and files of Grade 9 Technology learners. Key findings that this study produced include: PBL is a need in the teaching of Technology; learners function at a higher level of thinking; learners treat concepts at higher and deeper level; learners become more motivated and learners are able to discover theories and make inventions. / Educational Studies / M. Ed. (Didactics)

No description available.

<p dir="ltr">Today's leaders must manage sophisticated global value chains, navigate rapid technology shifts, strategize to stay ahead of competitors, and thwart attacks from cyber criminals while keeping their diverse, aging workforce engaged and innovating. Creativity and innovation result from people's work and are now business assets paramount in the change process. Understanding how to foster these skills in working professionals has implications for education, business, and governments around the world. The problem addressed by this study supported both practical challenges and research limitations to fills gaps in existing research while expanding the understanding of growth mindset, interest in AI, and innovative thinking to support addressing the shortage of working professionals with innovative thinking skills. These are often called durable skills, required to compete in the rapidly changing global marketplace and to ensure long-term employability. Thinking skills such as flexibility, creativity, and innovation are attracting global attention as leaders face international competition and rapid technological change.</p><p dir="ltr">The purpose of this study was twofold: (a) to explore if growth mindset is related to innovative thinking in working professionals, and (b) to explore whether a growth interest in artificial intelligence impacts innovative thinking in working professionals. An exploratory research field study of working professionals participated in the research. Participants were recruited via LinkedIn. A total of 298 responses were included in the analysis. A weak positive correlation, though not significant (p=.05) was found for growth mindset and innovative thinking. The strongest, significant relationship found a moderate positive correlation between interest in AI and innovative thinking. Another significant finding was that individuals with a high interest in AI generally ranked higher in innovative thinking than those with a solely a high growth mindset or low in both. Individuals high in both had the highest overall innovative thinking.</p><p dir="ltr">This study provides researchers and practitioners with a new understanding of innovative thinking, growth mindset, and interest in AI in working professionals while contributing to research literature topics, including leadership, human resource development, business, talent management, psychology, and technology. It has practical implications in teaching and learning and skills development of working professionals in business. Applying a survey tool that could be used in the workplace in 10 minutes, a practical, cost and time-effective tool has been demonstrated to provide valuable individual insights on innovative thinking and mindset. Further, as organizations strive to improve competitiveness and integrate artificial intelligence, this study found that individuals with growth mindset and growth interest specifically in AI demonstrated higher innovative thinking scores than those low in both, suggesting that growth mindsets matter in innovative thinking - a component vital for long-term employability and global competitiveness - and may offer insights into future hiring. One of the fundamental aspects of using GenAI is the ability to formulate solid questions and be willing to experiment. These are two critical aspects of innovative thinking. This study found that questioning had the strongest significant positive correlation with a growth mindset while experimenting had the strongest significant positive correlation with growth interest in AI.</p>