TY - JOUR
T1 - Vitalizing creative learning in science and technology through an extracurricular club
T2 - A perspective based on activity theory
AU - Hong, Jon Chao
AU - Chen, Mei Yung
AU - Hwang, Ming Yueh
N1 - Funding Information:
We thank the Taiwan National Science Council for their sponsorship of this research ( NSC 97-2515-S-003-017-MY3 and 98-2511-S-003-057-MY3 ). We also extend our deep appreciation to the research participants — the students and parents involved in this study.
PY - 2013/4
Y1 - 2013/4
N2 - A case study was undertaken in a junior high school that had won the highest award of the National PowerTech Contest in Taiwan. In the contest, students were required to create their own wooden robot (mechatronics project) in the morning and compete in the afternoon, in order to better avoid the intervention of parents and teachers in the process. The aim of the study was to realize how the after-school club operated to promote the motivation and skills in hands-on creation to win a national competition while advancing learning in science and technology. As a transition model of development, activity theory was used to examine how these developmental processes were structured. In particular, results showed that four major domain strategies were used in the science and technology club (STC): (1) to promote student engagement, (2) to transfer parents' attitudes, (3) to promote peer collaboration, and (4) to enhance expansive learning and creativity.
AB - A case study was undertaken in a junior high school that had won the highest award of the National PowerTech Contest in Taiwan. In the contest, students were required to create their own wooden robot (mechatronics project) in the morning and compete in the afternoon, in order to better avoid the intervention of parents and teachers in the process. The aim of the study was to realize how the after-school club operated to promote the motivation and skills in hands-on creation to win a national competition while advancing learning in science and technology. As a transition model of development, activity theory was used to examine how these developmental processes were structured. In particular, results showed that four major domain strategies were used in the science and technology club (STC): (1) to promote student engagement, (2) to transfer parents' attitudes, (3) to promote peer collaboration, and (4) to enhance expansive learning and creativity.
KW - Activity system
KW - Attitude toward science
KW - Peer learning
KW - Project-based learning
KW - Technological project design
UR - http://www.scopus.com/inward/record.url?scp=84875520390&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84875520390&partnerID=8YFLogxK
U2 - 10.1016/j.tsc.2012.06.001
DO - 10.1016/j.tsc.2012.06.001
M3 - Article
AN - SCOPUS:84875520390
SN - 1871-1871
VL - 8
SP - 45
EP - 55
JO - Thinking Skills and Creativity
JF - Thinking Skills and Creativity
IS - 1
ER -