Abstracts - Earli

D129 August 2007 11:00 - 12:20Room: PP1Poster SessionPoster sessionChair:Gyöngyvér Molnár, University of Szeged, HungaryMeta-Tutor: An online environment for knowledge construction and self regulated learning inclinical psychology teachingEduardo Penalosa-Castro, National Autonomous University of Mexico, MexicoSandra Castaneda-Figueiras, National Autonomous University of Mexico, MexicoMany online courses of psychology reported in literature are web-based versions of traditionalcourses, based on a flawed model of how people learn, equating education to transmission ofinformation. This model underlies the lecture-based classroom approach used in many universitycourses, as well as the online translations of these courses. In this study, an alternative is proposedand evaluated empirically: a learning environment based on a sound instructional design, includingknowledge constructing and Self Regulated Learning features. Results show that learners usingthis environment perform better than controls in several tests. Implications for online learningenvironments construction are discussed.Assessing insight? Some elements for a psychometric essayFatima Morais, University Minho, PortugalYvete Azevedo, University Minho, PortugalOne of the concepts more associated with creativity is insight and this concept has beenprogressively integrated in the Cognitive Approach and explored with a renewed interest frompsychological research (e.g. Sternberg & Davidson, 1995). However, this recent and stronginvestment about explanation of insight has not been followed enough by empirical studies aboutits evaluation. Consequently, we felt the necessity of creating an assessment instrument that couldgive us some information about insight and its relationships with creativity. We conducted thisstudy with university students. We selected 36 verbal situations identified as insight problems.After several studies using qualitative and statistical methods and after two applications to a globalsample of 250 students, we selected 8 items. Each situation demanded the solver to restructure aninitial, and more obvious, cognitive representation. The questions/answers format also try tocontrol some questions that difficult research about insight. We did not only ask subjects to writethe answers but we also wanted their explanation and we demanded subjects to refer if eachanswer was immediately thought after the problem is read; finally, we asked if the subjects alreadyknew the situations. We found then reasonable values to show global and local fitting betweenresults and the one-factor model proposed, as well a reasonable reliability coefficient and a normaldistribution of results. This test also showed significant correlations with a reasoning test and withcreative products. Finally, results significantly separated extreme groups of creative performance.These results can express a useful attempt in the domain of insight and we hope that future studiescan reinforce its relevance in the context of creativity assessment.– 192 –