Creative Thinking features and museum interactivity: Examining the narrative and Possibility Thinking features in primary classrooms using learning resources associated with museum visits

The topic of Possibility Thinking (PT) has been investigated both conceptually and empirically for over a decade in early years settings and primary school classrooms. The basic aim of this study was to investigate if, and which, PT features can be nurtured when museums are used during the learning process. This study had as a sample eight primary school teachers in Cyprus with their students aged 9–10 years. It employed various data collection methods including semi-structured interviews, observations, teachers’ reflections and the researcher's reflective journals. The findings were compared with the existing PT literature and offer an in-depth investigation of PT features (question posing, play, immersion, innovation, risk taking, being imaginative, self-determination and intentionality). The data revealed the important role of narrative, and the identification of all the PT features, as well as contributing to the understanding of how children's PT can be fostered through alternative learning resources such as museum visits. This was achieved through the interaction of four elements (museum historical artefacts, stimulus space, children and experts). The study provides a starting point for further research on the aspirations of Narrative and PT by drawing on learning resources associated with museum visits. This paper presents the key finding of the study through a figure and ends with suggestions for further research.