I would like to know if using the visible thinking strategies from Harvard's Project Zero site makes a difference in the number of ideas generated in a creative thinking assignment.
As this doctoral class progresses I find myself with more questions, but also beginning the process of fine tuning my ideas about how to conduct such research. Up until now I have just used the visible thinking strategies in a fairly haphazard way, and because even by using this random method, I see a difference, it compels me and inspires me to move forward using a more methodical approach.
Chapter 9 had me making some notes in the margins.
Independent Variable = visible thinking activities
Dependent Variable = number of ideas generated
I am still deciding on the best way to quantify the dependent variable.
I see a few ways:
number of ideas generated when given a brainstorming task
quality of work generated after using a visible thinking strategy technique
student reflections on work
Obviously some of these lean more towards a qualitative approach. The first could be done quantitatively using the quasi-experimental approach: control group, time-series design. I could use the strategies sometimes and other times use my traditional methods of introducing a creative thinking assignment.
The other note I made was on the issue of control when using two different classes, which is what I was thinking of doing to begin. I see now that it would probably be best to use just one class. My art 2 classes are so different, a major potential threat to validity according to the Campbell and Stanley list would be maturation and selection. One of the classes has a much higher proportion of high school seniors, and this would definitely cause the groups to be unequal. The classes also meet at different times, are subject to different interruptions, and have different skills levels overall.