Commentary on Interest-Driven Creator theory: a US perspective on fostering interest, creativity, and habit in school
Date
2019-10-25
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Springer Open
Abstract
In this commentary on Interest-Driven Creator (IDC) theory, the authors reflect on
the proposed three-step cycles of (i) sparking students’ interest, (ii) fostering
individual creativity, and (iii) inculcating lifelong learning habits. Each component of
IDC theory pulls together a wide span of prior research and emphasizes active roles
for students. Although the context of IDC as a prototype for educational reform is K-
12 Asian classrooms, we note that some US schools are also mired in a focus on test
scores. This is especially true among the US most struggling, low-income schools,
where a lack of electives and afterschool programs correspond to diminished
student perceptions about their own autonomy as learners and their future creative
potential. Thus, while IDC is an important provocation for curricular reform in Asia,
there is also the need to broaden its scope and begin to explore the potential of
IDC as a leadership tool beyond Asia. The wider learning sciences community, the
commentary concludes, is uniquely suited to support such an extension, and there
are many opportunities for productive international collaboration.
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Keywords
interest-driven creator theory, learning sciences, interest, creativity, equity, design
Citation
Roschelle and Burke Research and Practice in Technology Enhanced Learning (2019) 14:13 https://doi.org/10.1186/s41039-019-0107-2