Promoting Individual and Collective Creativity in Science Students

Differential effects of digital mindfulness-based interventions on creative potential and responsibility among middle school students

BACKGROUND

Creativity and responsibility are enhanced by meditation among adults, but such effects have not been studied in adolescents. Moreover, the determinants of the ethical effect (such as responsibility) of meditation are unclear.

AIMS

To address this gap by investigating the impact of digital in-class meditation programmes in middle school, focusing on intentions (self-centred vs. responsibility-centred), on adolescents' creative potential and sense of responsibility. These intentions are operationalized by different purpose-based meditations.

METHODS

We conducted a cluster randomized controlled trial involving 107 year 7 adolescents from six classes, assigning them to two experimental groups and an active control group. Pre- and post-intervention assessments were conducted over an 11-week period, including a creativity (EPoC) test comprising four exercises (graphic and verbal, divergent and convergent thinking), a responsibility and a mindfulness scale.

RESULTS

Our findings revealed no discernible effects on divergent thinking or self-reported mindfulness. However, we observed significant differences in graphic and verbal convergent creative thinking, as well as impacting responsibility scores, between a responsibility-centred meditation group and a self-centred meditation group. Moreover, distinctions were noted between control and self-centred meditation groups and between some classes. Effect sizes indicated that the interventions had a moderate but significant impact on the variables measured.

CONCLUSION

Our study reveals the effectiveness of digital meditation interventions in enhancing convergent creative thinking and responsibility among middle-school students. Notably, it shed new light on the importance of meditation intentions, which may be as significant as the form of meditation itself.

Teaching the Future Radiologist: TED-Inspired Radiology Didactics

TED (acronym for technology, entertainment and design) conferences are an astonishingly successful modern-day platform for "ideas worth spreading". These continue to engage, enlighten and entertain an ever-expanding audience base. TED speakers highlight simple yet relevant ideas, often challenging entrenched perspectives and proposing hitherto unexplored solutions. In this perspective, the authors propose modeling some aspects of Radiology didactics along certain fundamental principles of TED and outline techniques to accomplish this. We overview how this shift can engage diverse learners and enhance retention of key information. We include evidence on such pedagogical techniques boosting learners' working memory and providing strategies for creative problem solving. Finally, we caution educators against criticisms of the TED format, including prioritizing style over content, "dumbing down" information to make it fit a prescribed format and sometimes offering insufficient scientific rigor.

Interdisciplinary Plant Science Consortium. Inclusive collaboration across plant physiology and genomics: Now is the time!

Within the broad field of plant sciences, what are the most pressing challenges and opportunities to advance? Answers to this question usually include food and nutritional security, climate change mitigation, adaptation of plants to changing climates, preservation of biodiversity and ecosystem services, production of plant-based proteins and products, and growth of the bioeconomy. Genes and the processes their products carry out create differences in how plants grow, develop, and behave, and thus, the key solutions to these challenges lie squarely in the space where plant genomics and physiology intersect. Advancements in genomics, phenomics, and analysis tools have generated massive datasets, but these data are complex and have not always generated scientific insights at the anticipated pace. Further, new tools may need to be created or adapted, and field-relevant applications tested, to advance scientific discovery derived from such datasets. Meaningful, relevant conclusions and connections from genomics and plant physiological and biochemical data require both subject matter expertise and the collaborative skills needed to work together outside of specific disciplines. Bringing the best expertise to bear on complex problems in plant sciences requires enhanced, inclusive, and sustained collaboration across disciplines. However, despite significant efforts to enable and sustain collaborative research, a variety of challenges persist. Here, we present the outcomes and conclusions of two workshops convened to address the need for collaboration between scientists engaged in plant physiology, genetics, and genomics and to discuss the approaches that will create the necessary environments to support successful collaboration. We conclude with approaches to share and reward collaboration and the need to train inclusive scientists that will have the skills to thrive in interdisciplinary contexts.