Study on BOPPPS application for creativity learning effectiveness

• Autores: Chih-Chao Chung, Wei-Yuan Dzan, Ru-Chu Shih, Shi-Jer Lou
• Localización: The International journal of engineering education, ISSN-e 0949-149X, Vol. 31, no. Extra 2, 2015, págs. 648-660
• Idioma: inglés
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• Resumen

  • This study aims to probe into the effect of the BOPPPS (Bridge-in, Objective, Pre-assessment, Participatory learning, Post-assessment, Summary) application on university students’ creativity learning effectiveness. This study applied BOPPPSinstructional strategy to creativity project making and combines creativity and creativity instruction design items as thecriteria to design creativity project making and develop the ‘‘Creativity BOPPPS2Modle’’. The ‘‘Creativity BOPPPS2Modle’’ includes the following: (1) teachers’ creativity instruction; (2) students’ creativity learning; and (3) multipleevaluations of creativity. By case experimental instruction, and according to the statistical analysis of the studentquestionnaire survey and text analysis of students’ creativity project making, this study found that university students’creativity learning effectiveness of BOPPPS is significant and positive. Finally, this study generalized the key points ofinstruction of different stages of ‘‘Creativity BOPPPS2Modle’’, and proposed the suggestions for instruction and futureresearch, in order to enhance university students’ creativity learning effectiveness and the significance of project-makingcourses.