Have a personal or library account? Click to login
Boundary Crossing Creativity in the Design of Digital Resources for Teaching and Learning about Climate Change Cover

Boundary Crossing Creativity in the Design of Digital Resources for Teaching and Learning about Climate Change

Open Access
|Aug 2021

References

  1. Adler, J. (2000). Conceptualising resources as a theme for teacher education. Journal of Mathematics Teacher Education, 3(3), 205–224.10.1023/A:1009903206236
  2. Akkerman, S.F., & Bakker, A. (2011). Boundary Crossing and Boundary Objects. Review of Educational Research, 81(2), 132–169.10.3102/0034654311404435
  3. Arias, E., Eden, H., Fischer, G., Gorman, A., & Scharff, E. (2000). Transcending the individual human mind— creating shared understanding through collaborative design. ACM Transactions on Computer-Human Interaction (TOCHI), 7(1), 84–113.10.1145/344949.345015
  4. Bakker, A., & Akkerman, S.F. (2014). A boundary-crossing approach to support students’ integration of statistical and work-related knowledge. Educational Studies in Mathematics, 86(2), 223–237.10.1007/s10649-013-9517-z
  5. Brown, T. (2008). Design thinking. Harvard Business Review. http://surreycreativeacademy.pbworks.com/f/Design+Thinking+Tim+Brown.pdf
  6. Cantor, A., DeLauer, V., Martin, D., & Rogan, J. (2015). Training interdisciplinary “wicked problem” solvers: Applying lessons from HERO in community-based research experiences for undergraduates. Journal of Geography in Higher Education, 39(3), 407–419.10.1080/03098265.2015.1048508
  7. Clinton, G., & Hokanson, B. (2012). Creativity in the training and practice of instructional designers: the Design/Creativity Loops model. Educational Technology Research and Development, 60(1), 111–130.10.1007/s11423-011-9216-3
  8. Conklin, J. (2005). Wicked Problems & Social Complexity. Dialogue Mapping: Building Shared Understanding of Wicked Problems. Wiley.
  9. Coyne, R. (2005). Wicked problems revisited. Design Studies, 26, 5–17.10.1016/j.destud.2004.06.005
  10. Darbellay, F., Moody, Z., & Lubart, T. (Eds.). (2017). Creativity, design thinking and interdisciplinarity. Springer: Singapore.10.1007/978-981-10-7524-7
  11. Daskolia, M., & Kynigos, C. (2012). Applying a Constructionist Frame to Learning about Sustainability. Creative Education, 3, 818–823.10.4236/ce.2012.326122
  12. Daskolia, M., Dimos, A., Kampylis, P. (2012). Secondary teachers’ conceptions of creative thinking within the context of Environmental Education. International Journal of Environmental and Science Education, 7(2), 269–290.
  13. Daskolia, M., Kolovou, A., & Kynigos, C. (2016). Social Creativity in the Design of Digital Resources. Interweaving Math with Environmental Education. In Proceedings of the 8th International Conference on Computer Supported Education (pp. 134–143).
  14. Daskolia, M., Kynigos, C., & Kolovou, A. (2018). Addressing Creativity in the Collaborative Design of Digital Books for Environmental and Math Education. In Research on e-Learning and ICT in Education (pp. 69–86). Springer, Cham.10.1007/978-3-319-95059-4_4
  15. Drenth, D., Elahi, S., König, A. (2017). Exploring alternative futures with scenarios. In A. König, A., & J. Ravetz, (Eds.), Sustainability science: Key issues (pp. 113–132). Routledge.
  16. Engeström, Y. (2001). Expansive learning at work: Toward an activity theoretical reconceptualization. Journal of Education and Work, 14(1), 133–156.10.1080/13639080020028747
  17. Engeström, Y., Engeström, R., & Kärkkäinen, M. (1995). Polycontextuality and boundary crossing in expert cognition: Learning and problem solving in complex work activities. Learning and instruction.10.1016/0959-4752(95)00021-6
  18. Fischer, G. (2004). Social creativity: turning barriers into opportunities for collaborative design. In Proceedings of the 8th conference on Participatory design “Artful integration: interweaving media, materials and practices”, v. 1 (pp. 152–161).
  19. Fischer, G., Giaccardi, E., Eden, H., Sugimoto, M., & Ye, Y. (2005). Beyond binary choices: Integrating individual and social creativity. International Journal of Human-Computer Studies, 63(4–5), 482–512.10.1016/j.ijhcs.2005.04.014
  20. Fischer, G. (2013), Social creativity and cultures of participation: Bringing cultures of creativity alive. Billund: The LEGO Foundation. Available from: www.legofoundation.com
  21. Funtowicz, S.O., & Ravetz, J.R. (1993). The emergence of post-normal science. In Science, politics and morality (pp. 85–123). Springer: Dordrecht.
  22. Gibson R., & Fox M. (2013). Simple, Complex and Wicked Problems. http://mofox.com/pdf/simple,complex,wicked.pdf
  23. Gueudet, G., & Trouche, L. (2009). Towards new documentation systems for mathematics teachers? Educational Studies in Mathematics, 71(3), 199–218.10.1007/s10649-008-9159-8
  24. Gustafson, K.L., & Branch, R.M. (1997). Revisioning models of instructional development. Educational Technology Research and Development, 45(3), 73–89.10.1007/BF02299731
  25. Hansen, G., & Stone, D. (2016). Assessing the observed impact of anthropogenic climate change. Nature Climate Change, 6(5), 532–537.10.1038/nclimate2896
  26. Hulme, M. (2009). Why we disagree about climate change: Understanding controversy, inaction and opportunity. Cambridge University Press.10.1017/CBO9780511841200
  27. Incropera, F.P. (2015). Climate Change: A Wicked Problem—Complexity and Uncertainly at the Intersection of Science, Economics, Politics and Human Behaviour. Cambridge: Cambridge University Press.
  28. Kagawa, F., & Selby, D. (Eds.). (2010). Education and Climate Change: Living and Learning in Interesting Times. Routledge.
  29. Kereluik, K., Mishra, P., Fahnoe, C., & Terry, L. (2013). What knowledge is of most worth: Teacher knowledge for 21st century learning. Journal of Digital Learning in Teacher Education, 29(4), 127–140.10.1080/21532974.2013.10784716
  30. Kynigos, C., & Kalogeria, E. (2012). Boundary crossing through in-service online mathematics teacher education: the case of scenarios and half-baked microworlds. ZDM, 44(6), 733–745.10.1007/s11858-012-0455-5
  31. Kynigos, C., & Kolovou, A. (2018). Teachers as designers of digital educational resources for creative mathematical thinking. In Research on Mathematics Textbooks and Teachers’ Resources (pp. 145–164). Springer, Cham.10.1007/978-3-319-73253-4_7
  32. Lave, J. & Wenger, E. (1991). Situated learning. CambridgeQ: Cambridge University Press.10.1017/CBO9780511815355
  33. Lazarus, R. (2009). Super Wicked Problems and Climate Change: Restraining the Present to Liberate the Future. Cornell Law Review, 94(5), 1153–1233.
  34. Lehtonen, A., Salonen, A.O., & Cantell, H. (2019). Climate change education: A new approach for a world of wicked problems. In Sustainability, human well-being, and the future of education (pp. 339–374). Pal-grave Macmillan, Cham.10.1007/978-3-319-78580-6_11
  35. Murgatroyd, S. (2010). Wicked problems’ and the work of the school. European Journal of Education, 45(2), 259–279.10.1111/j.1465-3435.2010.01428.x
  36. Newman-Storen, R. (2014). Leadership in sustainability: Creating an interface between creativity and leadership theory in dealing with “Wicked Problems”. Sustainability, 6(9), 5955–5967.10.3390/su6095955
  37. Palmer, J.M., Smith, T., Willetts, J.R., & Mitchell, C.A. (2009). Creativity, ethics and transformation: Key factors in a transdisciplinary application of systems methodology to resolving wicked problems in sustainability. Systemic development: Local solutions in a global environment, 1, 69–71.
  38. Remillard, J.T. (2005). Examining key concepts in research on teachers’ use of mathematics curricula. Review of Educational Research, 75(2), 211–246.10.3102/00346543075002211
  39. Rittel, Horst W. J. & Webber, Melvin M. (1973). Dilemmas in a General Theory of Planning. Policy Sciences, 4(2), 155–169.10.1007/BF01405730
  40. Seels, B.A., & Glasgow, Z. (1998). Making instructional design decisions (2nd ed.). Upper Saddle River, NJ: Prentice Hall.
  41. Sharp, E.L., Fagan, J., Kah, M., McEntee, M., & Salmond, J. (2021). Hopeful approaches to teaching and learning environmental “wicked problems”. Journal of Geography in Higher Education, 1–19.10.1080/03098265.2021.1900081
  42. Star, S.L., & Griesemer, J.R. (1989). Institutional ecology, translations and boundary objects: Amateurs and professionals in Berkeley’s Museum of Vertebrate Zoology, 1907–39. Social Studies of Science, 19(3), 387–420.10.1177/030631289019003001
  43. Thofson, K.K.H. (2010). The wicked problem and the instructional designer: Recognition of and approaches to wicked problems in instructional design practice. Doctoral dissertation, Capella University.
  44. UNESCO (2017). Changing Minds, not the Climate: The Role of Education. Paris: UNESCO.
  45. Wals, A. E. (2015). Beyond unreasonable doubt. Education and learning for socio-ecological sustainability in the Anthropocene. Wageningen University.
  46. Wenger, E. (1998). Communities of practice: Learning as a social system. Systems thinker, 9(5), 2–3.
Language: English
Page range: 213 - 235
Submitted on: May 10, 2021
Accepted on: Jul 5, 2021
Published on: Aug 30, 2021
Published by: University of Białystok
In partnership with: Paradigm Publishing Services
Publication frequency: 2 issues per year

© 2021 Chronis Kynigos, Maria Daskolia, published by University of Białystok
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.