Photovoice for reflection-based learning of creativity and innovation

Abstract

The modern reality pressures university graduates to continuously develop creative excellence, while they continuously face information overload and lack of time for reflection – an essential component of their learning process. Consequently, educators must integrate reflection, creativity, and innovation within increasingly demanding university studies. Usage of art-based methods in Science, Technology, Engineering, and Mathematics (STEM) education represents a STEAM approach that emphasizes the importance of teaching artistic skills. We explore the use of visual arts—photography and Photovoice Method (PVM)—in developing creative thinking, observational awareness and interdisciplinary problem-solving through photo-reflection practices. Traditionally, PVM has been applied as a research tool or in training teachers and medics. We develop the existing PVM framework as a tool for training creativity skills. We analyse three intensive courses on creativity and innovation through student survey, interviews, and a rich dataset of photo- and video-reflections. Our findings indicate that the education-tailored PVM-based reflective practices enhance students’ creativity, aesthetic sensibility, and observational skills. It also improves visual literacy skills such as visual thinking, learning, communication, and visual writing in a form of photography proficiency. However, the education-tailored PVM puts its own demands on the learners, which we also explore and discuss.