During our Think Tank virtual meeting, we looked for commonalities among all of the brainstorming questions posted by each group member to arrive at our three defining questions that we will use as a focal point for the wicked problem of teaching complex thinking. The three defining questions are as follows:
- Why is it referred to as computational, critical, and complex thinking?
- Why does creativity play a role in complex thinking?
- Why is the classroom environment important for teaching complex thinking?
Why is it referred to as computational, critical, and complex thinking? had us all in agreement after noticing that simply doing a Google search or a MSU library search for “complex thinking” brought up results that used complex thinking, critical thinking, and computational thinking terms interchangeably. Do all of these terms mean the same thing or does each term have a different meaning? We thought this to be an appropriate question to try and answer since it’s the basis or our wicked problem.
Why does creativity play a role in complex thinking? Each of us viewed creativity as part of the complex teaching (and learning) process even thought we interpreted it slightly differently but in the end arrived at the same conclusion that it does in fact play a role in complex thinking. We thought it would be important to find out why.
Why is the classroom environment important for teaching complex thinking? We were in agreement on it being necessary to use a combination of both traditional and nontraditional teaching methods to teach complex thinking. With further research, we hope to determine which teaching methods are most effective and the role a classroom environment plays in teaching complex thinking.
Altmann, G. (2014, May). [Question Mark] [Image]. Retrieved from https://pixabay.com/en/question-mark-punctuation-marks-358178/