The Impact of Arts-Based Innovation Training on the Creative Thinking Skills, Collaborative Behaviors and Innovation Outcomes of Adolescents and Adults

August 3rd, 2016 | RESEARCH

The Art of Science Learning Project (AoSL) is a National Science Foundation (NSF)-funded initiative, founded and directed by Harvey Seifter, that uses the arts to spark creativity in science education and the development of an innovative 21st century STEM workforce. This research was guided by three main hypotheses: (1) Arts-based innovation training, compared to traditional innovation training, improves an individuals creative thinking skills including critical thinking, divergent thinking, problem identification, convergent thinking and problem solving; (2) Arts-based innovation training, compared to traditional innovation training, increases individual collaborative behaviors within a team context; and (3) Arts-based innovation training, compared to traditional innovation training, enhances the novelty, impact and feasibility of team innovations. In order to test these hypotheses, the research study used a quasi-experimental design with a pre-test, post-test intact group design, including a control group for comparison purposes.


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Team Members

Kate Haley Goldman, Author, Audience Viewpoints Consulting
Steven Yalowitz, Author, Audience Viewpoints Consulting
Erin Wilcox, Author, Audience Viewpoints Consulting


Funding Source: NSF
Funding Program: AISL
Award Number: 1224111

Related URLs

Full Text
Arts-based Learning in Informal Science Education


Audience: Adults | Evaluators | Learning Researchers | Museum | ISE Professionals | Pre-K Children (0-5) | Scientists
Discipline: Art | music | theater | Engineering | General STEM
Resource Type: Observation Protocol | Reference Materials | Report | Research and Evaluation Instruments | Research Products | Rubric | Survey | Test
Environment Type: Community Outreach Programs | Professional Development | Conferences | Networks | Professional Development and Workshops | Public Programs

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This material is supported by National Science Foundation award DRL-2229061, with previous support under DRL-1612739, DRL-1842633, DRL-1212803, and DRL-0638981. Any opinions, findings, conclusions, or recommendations contained within are those of the authors and do not necessarily reflect the views of NSF.

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