Graphics Reference
In-Depth Information
abilities hinge to some degree on imaginative
thinking. When the teachers and instructional
designers work on creating new strategies for
learning, they take into account not only the rules
and formulas but they also have to envisage how
the learners feel these rules out and can figure the
best way to imagine, understand, and learn. For
example, it is not enough to teach only the game
rules when teaching to play chess. Imaginative
approach to a task of this type involves developing
intuition that allows finding effortlessly optimal
thoughts and solutions (even if not justified),
for example an opening move in chess, but also
envisioning strength distribution on the chess-
board, anticipation of the other player's moves,
and even endurance. Imagination combined with
logic enables us envisioning future moves of the
opponent, which is a valuable ability not only in
chess playing. Imagination supports the strategies
we choose, the options possible, what and how
we anticipate or predict, and even our endurance.
Imaginative processes often lead to scientific dis-
coveries. Many times we apply predictions, when
we need to plan our next steps but information
about future is unavailable and we lack the data
for inductive reasoning.
instructional design process, as well as including
aesthetic and artistic elements into interactive,
technology-based instruction.
Carol Dweck (2006) pose that chances to
reach one's creative potential depend on one's
mindset, that means the way one think about
one's own intelligence and talent. As claimed by
Dweck, individuals can be placed on a continuum
according to their implicit views of where ability
comes from. Some believe their success is based
on innate ability; these are said to have a “fixed”
theory of intelligence. Others, who believe their
success is based on hard work and learning, are
said to have a “growth” or an “incremental” theory
of intelligence. Individuals may not necessarily
be aware of their own mindset, but their mindset
can still be discerned based on their behavior. It
is especially evident in their reaction to failure.
Fixed-mindset individuals dread failure because
it is a negative statement on their basic abilities,
while growth mindset individuals don't mind
failure as much because they realize their per-
formance can be improved. Dweck argues that
the growth mindset will allow a person to live a
less stressful and more successful life. Adopting
either a fixed or growth attitude toward talent can
profoundly affect all aspects of a person's life.
Dweck researched the role of two kinds of reward
in learning, when she praised half of her students
for their intelligence, and a second half for their
effort. The 'smart' compliment was devastating
in comparison with those praised for hard effort.
Research results shown that praising children for
their effort (e.g., “good job, you worked very
hard”) provides better motivation than praising
them for their intelligence (for instance, “good
job, you're very smart”) (Mangels, Butterfield,
Lamb, Good, & Dweck, 2006).
Using one's imagination can enhance the pro-
cess of learning. Moreover, drawings may reveal
what are the students' preconceptions. We can
support learning with two approaches in mind:
Implications for Learning
and Teaching
These circumstances create urgent implications
for reformatting educational programs at both
the K-12 and the college level, such as including
programming into the curriculum and introducing
supportive programs. Free applications aimed at
teaching children programming serve as a learn-
ing support, student skills enhancer, and student
interest builder. Web-based applications enable
students to start comfortably at varying degrees
of technological competence. Instruction Technol-
ogy and Art Education programs in colleges are
also changing, stressing the importance of the us-
ability and efficiency in visualizing a user-friendly
