FROM IMAGE TO TEXT: EXAMINING THE INTERSECTION OF CREATIVE THINKING AND DESCRIPTIVE WRITING THROUGH PHOTOVOICE
DOI:
https://doi.org/10.24252/elite.v13i1.66381Keywords:
Creative Thinking, Descriptive Thinking, Elementary Education, Photovoice, SHOWeD FrameworkAbstract
This study explores the intersection between creative thinking and descriptive writing through the implementation of Photovoice in an elementary classroom. This study aims to examine how creative thinking processes emerge during Photovoice activities and how these processes influence students’ descriptive writing performance. Grounded in Torrance’s (1974) creative thinking dimensions and Wang and Burris’s (1997) Photovoice framework, particularly the SHOWeD questioning technique, the research investigates how visual-reflective activities influence students’ idea generation and writing development. A qualitative descriptive design was employed, involving 10 elementary school students. Data were collected through individual and group Photovoice tasks, students’ written descriptive texts, semi-structured interviews and reflection journal. Thematic analysis was used to identify patterns related to idea fluency, elaboration, reflective depth, and writing challenges. Findings reveal that Photovoice effectively stimulated students’ idea generation, personal engagement, and oral expression. However, a noticeable gap emerged between students’ ability to articulate ideas verbally and their ability to express them in written form. While Photovoice fosters creativity and reflective awareness, explicit instructional scaffolding remains necessary to support the development of coherent descriptive writing among elementary learners
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