Franz X. Bogner

By Catherine Conradty, Sofoklis A. Sotiriou and Franz X. Bogner

The integration of arts in science education (STEAM) aims to provide innovative activities to reach deeper learning levels and generally promote student engagement in (science) education. The European Horizon 2020 project CREATIONS with 16 partner institutions addresses this challenge with more than 100 initiatives over three years. All initiatives followed our STEAM guidelines based on the fundamental principles of responsible research and innovation (RRI). The positive effects of STEAM on cognition and motivation were evident in all initiatives with a sufficient empirical database. Besides the intention to integrate creativity, our study focused on flow that is experience of total immersion and exhilarating absorption in an activity that is experienced as effortlessly mastered. The productivity resulting from the self-rewarding creative rush makes flow particularly interesting. This chapter contributes to the open question of how flow is triggered with an exemplary meta-analysis of motivation and creativity scores of ten interventions ranging from complex projects at CERN to art-centred, play-based, laboratory-oriented projects or almost classical school initiatives. The regression analysis decoded self-efficacy as the crucial factor enabling the flow experience—which was demonstrated in this study for the first time, moreover, in a variety of age groups in the context of classroom activities.

Part of the book: Pedagogy, Learning, and Creativity

By Cathérine Conradty and Franz X. Bogner

Classrooms set the seeds for lifelong learning. When students resist active participation in the classroom, this important channel is flagging and raising questions: Why do both students and teachers experience high levels of stress at school? How can we cultivate a self-motivated lifestyle and experience the exhilarating immersion of creative flow? Sixty years of extensive research highlighted the significance of motivation, particularly in cognitive performance. However, a systemic challenge persists: conventional teaching often is perceived as a passive destiny without an active learning experience. We therefore introduced our Starwalker initiative in order to shift conventional teaching into reflective and motivating schemes. This chapter delves into the convergence of emotional intelligence (EI) within a teacher’s professional development initiative by exploring variables such as flow, emotional intelligence, and self-efficacy. It illuminates the pivotal role of EI in enhancing student motivation and well-being. While addressing the issues of high dropout rates and disruptive behaviour, a transformative teaching style was favoured, grounded in an open-minded coaching mindset. A supportive and conducive learning environment was promoted by fostering personal experiences and recognising skills rooted in emotional intelligence. Besides highlighting the significance of comprehensive teacher training, it was supposed to cultivate a teacher habit that nurtures students’ EI, self-efficacy, and overall well-being.

Part of the book: Lifelong Learning - Education for the Future World [Working title]

By Sofoklis Alexander Sotiriou and Franz X. Bogner

Traditional assessments of cognitive skills (in general) and knowledge acquisition (in specific) are in place in most educational systems. Though not in line with innovative and multidisciplinary curricula as proposed by current reforms, they require in-depth understanding and authentic application. This divergence must be addressed if STEM education is to become a fulfilling learning experience and an essential part of the core education paradigm everywhere. An alternative approach for assessment offers Artificial Intelligence (AI) tools designed to continuously monitor the individual progress, provide targeted feedback, and assess the student’s mastery. All this information might be collated throughout a student’s time in formal (and in some cases in informal or non-formal) educational settings. While the use of AI-driven continuous assessment offers a replacement of high-stakes stop-and-test examinations, its application needs to take into consideration its benefits and challenges. These applications (AI-enabled adaptive and continuous assessment) have been heralded as constituting a “fourth education revolution.” However, concerns include challenges regarding their effective integration into educational practice, the lack of robust evidence for their efficacy and potential impact on teachers’ roles. In this chapter, we present our vision based on long-lasting experience in employing ICT-based innovations in education. Our roadmap for the AI-enhanced classroom for deeper learning in STEM is supposed to facilitate the transformation of the traditional classroom to an environment to promote scientific exploration and support the development of key skills for all students. We describe the findings from a large-scale foresight research exercise that increases the understanding of the potential, opportunities, barriers, and risks of using emerging technologies (AI-enabled assessment systems combined with AR/VR interfaces) for STEM teaching. Our approach builds upon the extended use of an Exploratory Learning Environment that has been designed to facilitate students’ inquiry and problem-solving while they are working with virtual and remote labs. By enabling this platform with AI-driven lifelong learning companions to provide support and guidance we intend to enhance learning experiences, facilitate collaboration, and support problem-solving. The provision of elaborated Good Practice Scenarios may adjust options for learners of quite different achievement levels and equip them with the skills necessary for the use of technology in creative, critical, and inclusive ways.

Part of the book: Reimagining Education