Revisiting Brainstorming within an Educational Context: A Meta-Thematic Analysis

An increase in research on the teaching of creativity in learning environments is being witnessed as more studies continue to reveal its effects on learning outcomes and academic achievement. Thus, any investigative attempt to examine the relevant approaches to teaching of creative thinking skills i...

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Autores principales:	Yunus Doğan, Veli Batdı
Formato:	article
Lenguaje:	EN
Publicado:	Commonwealth of Learning 2021
Materias:	academic achievement brainstorming creativity meta-thematic analysis Theory and practice of education LB5-3640
Acceso en línea:	https://doaj.org/article/88a7dc1b5deb4f2b89c4f4e722832f20
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spelling	oai:doaj.org-article:88a7dc1b5deb4f2b89c4f4e722832f202021-12-02T18:10:57ZRevisiting Brainstorming within an Educational Context: A Meta-Thematic Analysis2311-1550https://doaj.org/article/88a7dc1b5deb4f2b89c4f4e722832f202021-11-01T00:00:00Zhttps://jl4d.org/index.php/ejl4d/article/view/495/674https://doaj.org/toc/2311-1550An increase in research on the teaching of creativity in learning environments is being witnessed as more studies continue to reveal its effects on learning outcomes and academic achievement. Thus, any investigative attempt to examine the relevant approaches to teaching of creative thinking skills is appreciated within the creativity literature. However, it is evident that the research on brainstorming as a creativity-promoting technique within an educational context has been overlooked for a while. Therefore, this research synthesis tried to recombine and reinterpret the results of some qualitative studies on the impacts of brainstorming technique on learners’ achievement. To this end, 34 studies within the relevant literature were scanned; however, seven of them were found to be conducive to the meta-thematic analysis. The results of the meta-thematic analysis suggest that the brainstorming technique has positive effects on learners’ cognitive skills and affect. It is believed that designing instruction with brainstorming could foster students’ creativity by directing them to solving problems via critical thinking. The study further dwells on the reported drawbacks that are encountered during the implementation of this technique within the classroom and discusses some possible solutions as implications.Yunus DoğanVeli BatdıCommonwealth of Learningarticleacademic achievementbrainstormingcreativitymeta-thematic analysisTheory and practice of educationLB5-3640ENJournal of Learning for Development, Vol 8, Iss 3, Pp 541-556 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	academic achievement brainstorming creativity meta-thematic analysis Theory and practice of education LB5-3640
spellingShingle	academic achievement brainstorming creativity meta-thematic analysis Theory and practice of education LB5-3640 Yunus Doğan Veli Batdı Revisiting Brainstorming within an Educational Context: A Meta-Thematic Analysis
description	An increase in research on the teaching of creativity in learning environments is being witnessed as more studies continue to reveal its effects on learning outcomes and academic achievement. Thus, any investigative attempt to examine the relevant approaches to teaching of creative thinking skills is appreciated within the creativity literature. However, it is evident that the research on brainstorming as a creativity-promoting technique within an educational context has been overlooked for a while. Therefore, this research synthesis tried to recombine and reinterpret the results of some qualitative studies on the impacts of brainstorming technique on learners’ achievement. To this end, 34 studies within the relevant literature were scanned; however, seven of them were found to be conducive to the meta-thematic analysis. The results of the meta-thematic analysis suggest that the brainstorming technique has positive effects on learners’ cognitive skills and affect. It is believed that designing instruction with brainstorming could foster students’ creativity by directing them to solving problems via critical thinking. The study further dwells on the reported drawbacks that are encountered during the implementation of this technique within the classroom and discusses some possible solutions as implications.
format	article
author	Yunus Doğan Veli Batdı
author_facet	Yunus Doğan Veli Batdı
author_sort	Yunus Doğan
title	Revisiting Brainstorming within an Educational Context: A Meta-Thematic Analysis
title_short	Revisiting Brainstorming within an Educational Context: A Meta-Thematic Analysis
title_full	Revisiting Brainstorming within an Educational Context: A Meta-Thematic Analysis
title_fullStr	Revisiting Brainstorming within an Educational Context: A Meta-Thematic Analysis
title_full_unstemmed	Revisiting Brainstorming within an Educational Context: A Meta-Thematic Analysis
title_sort	revisiting brainstorming within an educational context: a meta-thematic analysis
publisher	Commonwealth of Learning
publishDate	2021
url	https://doaj.org/article/88a7dc1b5deb4f2b89c4f4e722832f20
work_keys_str_mv	AT yunusdogan revisitingbrainstormingwithinaneducationalcontextametathematicanalysis AT velibatdı revisitingbrainstormingwithinaneducationalcontextametathematicanalysis
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Revisiting Brainstorming within an Educational Context: A Meta-Thematic Analysis

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