This paper presents a theoretical exploration of the relationship between imagination, cognition and metacognition, conceptualised within "emergent models." These models are offered to enable dialogue and tools to understand and support imagination in education practice, through the presence of ever-transforming theory, conceived as…

This study aimed at developing an imagineering learning process model with logical solutions by using documentary research and relevant experts' viewpoints with regard to the process of Imagineering Learning--problem-based learning (PBL) involving logical and computational thinking. The data were then synthesized in order to find the relationship…

Purpose: This paper aims to explore the potential of the drama pedagogy that may contribute to primary children's moral growth in the Chinese educational context. It argues that drama may offer an ensemble-based, dialogic, and narrative pedagogy for teaching morality to complement the didactic traditional model. Design/Approach/Methods: The…

The authors examine the pros and cons of games in the context of increasing students' creativity and scientific competence. Research materials and methods consisted of two tests. The first included the use of 7 pedagogical methods that are valid for the mental diagnosis of students: speed of thinking; method of thinking flexibility; method of…

Gareth B. Matthews (1929-2011) inaugurated the study of philosophy in children's literature by simultaneously arguing (1) that philosophy is essentially an encounter with certain kinds of perplexities, (2) that genuine philosophical perplexities are readily found in many children's stories, and (3) that many children are capable of appreciating…

Structured and teacher-directed play focused on children's academic outcomes has proven problematic in Indonesian early childhood education. This contrasts with the PlayWorlds model, which emphasises both the primary activity of play and conceptual learning. However, there has been little research in Indonesia on the pedagogical aspects of the…

Peirce made repeated attempts to clarify what he understood as abduction or creative reasoning in scientific discoveries. In this article, we draw on past and recent scholarship on Peirce's later accounts of abduction to put a case for how teachers can apply his ideas productively to elicit and guide student creative reasoning in the science…

Cultivating children's creativity and imagination is fundamental to preparing them for an increasingly complex and uncertain future. Engaging in creative learning enables children to think independently and critically, work cooperatively, and take risks while actively engaged in meaningful projects. While current trends in education, such as maker…

In secondary science education, students often do not feel engaged with the scientific concepts that are taught, which hinders conceptual learning. This lack of engagement can be overcome by fictional placemaking. Therefore, the purpose of our design-based research is to explore how the creation and use of fictional places lead to meaningful…

The aim of this study is to investigate the imagery and creativity of the 7th grade students using guided discovery method. The research group was made 77 (age=12.7922+0.52158) 7th grade students, 37 females and 40 males studying in Imam Hatip Secondary School, Konya province, Eregli county. To achieve the purpose of the research,…

Walter Humphries and Kathryn Evans outline the aims of the new Welsh curriculum and demonstrate how neatly the Thinking Actively in a Social Context (TASC) problem-solving approach dovetails with the aims of the new 2015 curriculum for Welsh schools.

The aim of this study is to reveal the contribution of digital storytelling to the creative thinking skills of middle school seventh grade students. The study was designed as a mixed method research. The data were obtained from the digital stories created by the students through block-based coding, video recordings and student interviews.…

Creative imagination and memorization are complementary abilities in learning mathematics (Vygotsky, J Russian East Eur Psychol 42(1):7-97, 2004). These complementary abilities engage "movement" in learning mathematics among "realities" (e.g., personal and social experience, emotion, and cultural practices) (see also Dewey,…

The National Curriculum for History in England (DfE (Department for Education). [2013]. 'The National Curriculum for England, History Programmes of Study: Key Stages 1 and 2'. https://www.gov.uk/government/uploads/system/uploads/attachment_-_History.pdf, 1) states that the purpose of studying history is to inspire pupils' curiosity, to 'ask…

Although most early-childhood educators agree on the value of play in child development, they find it increasingly harder to advocate for play given today's pressure for academic achievement. Using the theoretical work of Lev Vygotsky, the authors discuss how make-believe play among children helps them develop skills critical for success in school…