GENERATING SCIENTIFIC CREATIVE IDEAS IN CASE-BASED BLENDED LEARNING THROUGH DIGITAL MIND MAPPING: A CASE STUDY IN STATIC FLUIDS.

Saved in:

Bibliographic Details
Title:	GENERATING SCIENTIFIC CREATIVE IDEAS IN CASE-BASED BLENDED LEARNING THROUGH DIGITAL MIND MAPPING: A CASE STUDY IN STATIC FLUIDS.
Authors:	SARI¹ dyahsari@unesa.ac.id, MUSTAJI² mustaji@unesa.ac.id, MADLAZIM³ madlazim@unesa.ac.id
Source:	Turkish Online Journal of Distance Education (TOJDE). Oct2025, Vol. 26 Issue 4, p15-35. 21p.
Subject Terms:	Educational intervention, Divergent thinking, Science education, Blended learning, Creative ability in science, Mind maps, Case-based reasoning, Consensus (Social sciences)
Abstract:	One of the methods in blended learning is case-based learning, which focuses on problem-solving through analyzing real case studies. This research aims to generate creative scientific ideas through creative scientific assignments by implementing Case-Based Blended Learning supported by Digital Mind Mapping. This exploratory research examines how Science Education students engage in tasks designed to generate scientific creativity with technological support, specifically how they generate ideas in small groups through applying relevant thinking strategies, communicating socially, and building creative ideas based on digital mind mapping. Is there a difference between high- and low-performing groups in the idea-generation process, and if so, what is the difference? Digital Mind Mapping was used to facilitate group thinking. Participants consisted of 16 3rd semester students working in 4 groups on a series of scientific creativity tasks. All categories emerged in the conversations, although the frequency of occurrence varied. Compared to the low-performing group, the high-performing group engaged more in divergent thinking, use of digital mind mapping, and regulative discussion, and associated these activities more closely with the idea development process. These findings have implications for the design of technology-based educational interventions that aim to encourage and enhance group creativity in science education. [ABSTRACT FROM AUTHOR]
	Copyright of Turkish Online Journal of Distance Education (TOJDE) is the property of Turkish Online Journal of Distance Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database:	Education Research Complete

Description
Abstract:	One of the methods in blended learning is case-based learning, which focuses on problem-solving through analyzing real case studies. This research aims to generate creative scientific ideas through creative scientific assignments by implementing Case-Based Blended Learning supported by Digital Mind Mapping. This exploratory research examines how Science Education students engage in tasks designed to generate scientific creativity with technological support, specifically how they generate ideas in small groups through applying relevant thinking strategies, communicating socially, and building creative ideas based on digital mind mapping. Is there a difference between high- and low-performing groups in the idea-generation process, and if so, what is the difference? Digital Mind Mapping was used to facilitate group thinking. Participants consisted of 16 3rd semester students working in 4 groups on a series of scientific creativity tasks. All categories emerged in the conversations, although the frequency of occurrence varied. Compared to the low-performing group, the high-performing group engaged more in divergent thinking, use of digital mind mapping, and regulative discussion, and associated these activities more closely with the idea development process. These findings have implications for the design of technology-based educational interventions that aim to encourage and enhance group creativity in science education. [ABSTRACT FROM AUTHOR]
ISSN:	13026488
DOI:	10.17718/tojde.1578474