The effects of models and instructions on children’s divergent thinking

ABSTRACT

The purpose of this research was to determine the effects of explicit instructions on children’s divergent and creative thinking. Fifty-two children were assigned to one of four groups. Two of the groups were presented a problem with a model and instructions for solving the problem first and then presented problems with no instructions/model. The other two groups had a task with no instructions/model first and then were presented problems and provided instructions and a model for solving the problems. Data were collected from video-tapes of the activities, artifacts of the participants’ solutions to the tasks, participant notes, and interviews of children regarding how they approached the tasks. For one of the problems, there was a wide range of materials available to all groups. Participants produced a wide range of products that demonstrated divergent idea generation with no difference in quality or quantity of ideas between groups though there were more mimics of the model in the model/instructions group. For the second and third problems, materials were limited. Children in the model/instruction group generated solutions that in part mimicked that of the model but also included novel solutions. The group with model/instructions had more success completing the challenge.

KEYWORDS:

• Ideation
• creativity
• divergent thinking

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Lisa A. Bloom

Lisa A. Bloom is the Jay M. Robinson distinguished professor of instructional technology at Western Carolina University. She teaches in the areas of gifted and special education. Her interests include creativity, problem and project based learning, classroom management and promoting the social and emotional well-being of learners.

Kristy K. Doss

Kristy K. Doss is a visiting assistant professorat Western Carolina University. She instructs courses in gifted and special education. She has been a teacher of middle school students for 20 years. Her interests are creativity, the importance of rapport in the classroom, problem-based learning, mindfulness, and spiritually gifted students.

Cameron Sastre

Cameron Sastre Is a teacher with Pitt County Schools in NC. He has 7-years of teaching experiencein the field of special education. He has previous served as ateacher mentor, cooperating teacher, department chair, and exceptional children facilitator at his former school. His career interests include co-teaching, exceptional children compliance and behavior supports.

Todd H. Martin

Todd H. Martin is an artist and art assistantat Penland School of Craft in Spruce Pine, North Carolina. He is interested in promoting creative thinking in children and adults.