Chapters authored
Full STEAM Ahead with Creativity
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
Learning How to Flow: Paving the Way for Lifelong Learning
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]