Assessing team creativity with multi-attribute group decision-making in a knowledge building community: A design-based research

Through a knowledge building reading of Romance of the Three Kingdoms, team creativity was fostered in a primary school class of 37 students. Four instructional iterations were conducted: real problem proposal with scaffolds, theme reading and deep inquiry, script writing and creative drama rehearsa...
Ausführliche Beschreibung

Gespeichert in:

Autor*in:	Jiang, Jiping [verfasserIn] Xie, Wanli [verfasserIn] Wang, Shuyan [verfasserIn] Zhang, Yibing [verfasserIn] Gao, Jie [verfasserIn]

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2023

Schlagwörter:	Knowledge building Team creativity Conceptual artifacts Consensus assessment technology Multiple attribute group decision-making

Übergeordnetes Werk:	Enthalten in: Thinking skills and creativity - Amsterdam [u.a.] : Elsevier, 2006, 48
Übergeordnetes Werk:	volume:48

DOI / URN:	10.1016/j.tsc.2023.101304

Katalog-ID:	ELV009924787

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allfields	10.1016/j.tsc.2023.101304 doi (DE-627)ELV009924787 (ELSEVIER)S1871-1871(23)00074-3 DE-627 ger DE-627 rda eng 370 VZ 5,3 ssgn Jiang, Jiping verfasserin (orcid)0000-0002-6866-9021 aut Assessing team creativity with multi-attribute group decision-making in a knowledge building community: A design-based research 2023 nicht spezifiziert zzz rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Through a knowledge building reading of Romance of the Three Kingdoms, team creativity was fostered in a primary school class of 37 students. Four instructional iterations were conducted: real problem proposal with scaffolds, theme reading and deep inquiry, script writing and creative drama rehearsal, and theory building. Consensus assessment technology (CAT) was used to quantify 52 conceptual artifacts. To address subjectivity and a significant workload, a system for analyzing team creativity was developed on the basis of a scoring criterion and multi-attribute group decision-making by using two rounds of TOPSIS. The technique proved to be effective following its comparison with social network analysis. In addition, the results suggest that students’ team creativity increased in the knowledge building community. Knowledge building Team creativity Conceptual artifacts Consensus assessment technology Multiple attribute group decision-making Xie, Wanli verfasserin aut Wang, Shuyan verfasserin aut Zhang, Yibing verfasserin aut Gao, Jie verfasserin aut Enthalten in Thinking skills and creativity Amsterdam [u.a.] : Elsevier, 2006 48 Online-Ressource (DE-627)509008682 (DE-600)2226310-X (DE-576)259486868 nnns volume:48 GBV_USEFLAG_U GBV_ELV SYSFLAG_U GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_370 GBV_ILN_602 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2034 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2106 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2470 GBV_ILN_2507 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 48
spelling	10.1016/j.tsc.2023.101304 doi (DE-627)ELV009924787 (ELSEVIER)S1871-1871(23)00074-3 DE-627 ger DE-627 rda eng 370 VZ 5,3 ssgn Jiang, Jiping verfasserin (orcid)0000-0002-6866-9021 aut Assessing team creativity with multi-attribute group decision-making in a knowledge building community: A design-based research 2023 nicht spezifiziert zzz rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Through a knowledge building reading of Romance of the Three Kingdoms, team creativity was fostered in a primary school class of 37 students. Four instructional iterations were conducted: real problem proposal with scaffolds, theme reading and deep inquiry, script writing and creative drama rehearsal, and theory building. Consensus assessment technology (CAT) was used to quantify 52 conceptual artifacts. To address subjectivity and a significant workload, a system for analyzing team creativity was developed on the basis of a scoring criterion and multi-attribute group decision-making by using two rounds of TOPSIS. The technique proved to be effective following its comparison with social network analysis. In addition, the results suggest that students’ team creativity increased in the knowledge building community. Knowledge building Team creativity Conceptual artifacts Consensus assessment technology Multiple attribute group decision-making Xie, Wanli verfasserin aut Wang, Shuyan verfasserin aut Zhang, Yibing verfasserin aut Gao, Jie verfasserin aut Enthalten in Thinking skills and creativity Amsterdam [u.a.] : Elsevier, 2006 48 Online-Ressource (DE-627)509008682 (DE-600)2226310-X (DE-576)259486868 nnns volume:48 GBV_USEFLAG_U GBV_ELV SYSFLAG_U GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_370 GBV_ILN_602 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2034 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2106 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2470 GBV_ILN_2507 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 48
allfields_unstemmed	10.1016/j.tsc.2023.101304 doi (DE-627)ELV009924787 (ELSEVIER)S1871-1871(23)00074-3 DE-627 ger DE-627 rda eng 370 VZ 5,3 ssgn Jiang, Jiping verfasserin (orcid)0000-0002-6866-9021 aut Assessing team creativity with multi-attribute group decision-making in a knowledge building community: A design-based research 2023 nicht spezifiziert zzz rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Through a knowledge building reading of Romance of the Three Kingdoms, team creativity was fostered in a primary school class of 37 students. Four instructional iterations were conducted: real problem proposal with scaffolds, theme reading and deep inquiry, script writing and creative drama rehearsal, and theory building. Consensus assessment technology (CAT) was used to quantify 52 conceptual artifacts. To address subjectivity and a significant workload, a system for analyzing team creativity was developed on the basis of a scoring criterion and multi-attribute group decision-making by using two rounds of TOPSIS. The technique proved to be effective following its comparison with social network analysis. In addition, the results suggest that students’ team creativity increased in the knowledge building community. Knowledge building Team creativity Conceptual artifacts Consensus assessment technology Multiple attribute group decision-making Xie, Wanli verfasserin aut Wang, Shuyan verfasserin aut Zhang, Yibing verfasserin aut Gao, Jie verfasserin aut Enthalten in Thinking skills and creativity Amsterdam [u.a.] : Elsevier, 2006 48 Online-Ressource (DE-627)509008682 (DE-600)2226310-X (DE-576)259486868 nnns volume:48 GBV_USEFLAG_U GBV_ELV SYSFLAG_U GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_370 GBV_ILN_602 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2034 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2106 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2470 GBV_ILN_2507 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 48
allfieldsGer	10.1016/j.tsc.2023.101304 doi (DE-627)ELV009924787 (ELSEVIER)S1871-1871(23)00074-3 DE-627 ger DE-627 rda eng 370 VZ 5,3 ssgn Jiang, Jiping verfasserin (orcid)0000-0002-6866-9021 aut Assessing team creativity with multi-attribute group decision-making in a knowledge building community: A design-based research 2023 nicht spezifiziert zzz rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Through a knowledge building reading of Romance of the Three Kingdoms, team creativity was fostered in a primary school class of 37 students. Four instructional iterations were conducted: real problem proposal with scaffolds, theme reading and deep inquiry, script writing and creative drama rehearsal, and theory building. Consensus assessment technology (CAT) was used to quantify 52 conceptual artifacts. To address subjectivity and a significant workload, a system for analyzing team creativity was developed on the basis of a scoring criterion and multi-attribute group decision-making by using two rounds of TOPSIS. The technique proved to be effective following its comparison with social network analysis. In addition, the results suggest that students’ team creativity increased in the knowledge building community. Knowledge building Team creativity Conceptual artifacts Consensus assessment technology Multiple attribute group decision-making Xie, Wanli verfasserin aut Wang, Shuyan verfasserin aut Zhang, Yibing verfasserin aut Gao, Jie verfasserin aut Enthalten in Thinking skills and creativity Amsterdam [u.a.] : Elsevier, 2006 48 Online-Ressource (DE-627)509008682 (DE-600)2226310-X (DE-576)259486868 nnns volume:48 GBV_USEFLAG_U GBV_ELV SYSFLAG_U GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_370 GBV_ILN_602 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2034 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2106 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2470 GBV_ILN_2507 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 48
allfieldsSound	10.1016/j.tsc.2023.101304 doi (DE-627)ELV009924787 (ELSEVIER)S1871-1871(23)00074-3 DE-627 ger DE-627 rda eng 370 VZ 5,3 ssgn Jiang, Jiping verfasserin (orcid)0000-0002-6866-9021 aut Assessing team creativity with multi-attribute group decision-making in a knowledge building community: A design-based research 2023 nicht spezifiziert zzz rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Through a knowledge building reading of Romance of the Three Kingdoms, team creativity was fostered in a primary school class of 37 students. Four instructional iterations were conducted: real problem proposal with scaffolds, theme reading and deep inquiry, script writing and creative drama rehearsal, and theory building. Consensus assessment technology (CAT) was used to quantify 52 conceptual artifacts. To address subjectivity and a significant workload, a system for analyzing team creativity was developed on the basis of a scoring criterion and multi-attribute group decision-making by using two rounds of TOPSIS. The technique proved to be effective following its comparison with social network analysis. In addition, the results suggest that students’ team creativity increased in the knowledge building community. Knowledge building Team creativity Conceptual artifacts Consensus assessment technology Multiple attribute group decision-making Xie, Wanli verfasserin aut Wang, Shuyan verfasserin aut Zhang, Yibing verfasserin aut Gao, Jie verfasserin aut Enthalten in Thinking skills and creativity Amsterdam [u.a.] : Elsevier, 2006 48 Online-Ressource (DE-627)509008682 (DE-600)2226310-X (DE-576)259486868 nnns volume:48 GBV_USEFLAG_U GBV_ELV SYSFLAG_U GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_370 GBV_ILN_602 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2034 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2106 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2470 GBV_ILN_2507 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 48
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spellingShingle	Jiang, Jiping ddc 370 ssgn 5,3 misc Knowledge building misc Team creativity misc Conceptual artifacts misc Consensus assessment technology misc Multiple attribute group decision-making Assessing team creativity with multi-attribute group decision-making in a knowledge building community: A design-based research
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title_sort	assessing team creativity with multi-attribute group decision-making in a knowledge building community: a design-based research
title_auth	Assessing team creativity with multi-attribute group decision-making in a knowledge building community: A design-based research
abstract	Through a knowledge building reading of Romance of the Three Kingdoms, team creativity was fostered in a primary school class of 37 students. Four instructional iterations were conducted: real problem proposal with scaffolds, theme reading and deep inquiry, script writing and creative drama rehearsal, and theory building. Consensus assessment technology (CAT) was used to quantify 52 conceptual artifacts. To address subjectivity and a significant workload, a system for analyzing team creativity was developed on the basis of a scoring criterion and multi-attribute group decision-making by using two rounds of TOPSIS. The technique proved to be effective following its comparison with social network analysis. In addition, the results suggest that students’ team creativity increased in the knowledge building community.
abstractGer	Through a knowledge building reading of Romance of the Three Kingdoms, team creativity was fostered in a primary school class of 37 students. Four instructional iterations were conducted: real problem proposal with scaffolds, theme reading and deep inquiry, script writing and creative drama rehearsal, and theory building. Consensus assessment technology (CAT) was used to quantify 52 conceptual artifacts. To address subjectivity and a significant workload, a system for analyzing team creativity was developed on the basis of a scoring criterion and multi-attribute group decision-making by using two rounds of TOPSIS. The technique proved to be effective following its comparison with social network analysis. In addition, the results suggest that students’ team creativity increased in the knowledge building community.
abstract_unstemmed	Through a knowledge building reading of Romance of the Three Kingdoms, team creativity was fostered in a primary school class of 37 students. Four instructional iterations were conducted: real problem proposal with scaffolds, theme reading and deep inquiry, script writing and creative drama rehearsal, and theory building. Consensus assessment technology (CAT) was used to quantify 52 conceptual artifacts. To address subjectivity and a significant workload, a system for analyzing team creativity was developed on the basis of a scoring criterion and multi-attribute group decision-making by using two rounds of TOPSIS. The technique proved to be effective following its comparison with social network analysis. In addition, the results suggest that students’ team creativity increased in the knowledge building community.
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title_short	Assessing team creativity with multi-attribute group decision-making in a knowledge building community: A design-based research
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Four instructional iterations were conducted: real problem proposal with scaffolds, theme reading and deep inquiry, script writing and creative drama rehearsal, and theory building. Consensus assessment technology (CAT) was used to quantify 52 conceptual artifacts. To address subjectivity and a significant workload, a system for analyzing team creativity was developed on the basis of a scoring criterion and multi-attribute group decision-making by using two rounds of TOPSIS. The technique proved to be effective following its comparison with social network analysis. 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