This is a 2-step activity that starts by presenting the students with a question and it’s answer which has been computed incorrectly by an AI. The AI is designed to avoid any numerical mistakes while computing an answer to ensure that the incorrect answer is a result of an error in reasoning rather than an error in calculation. In the first step, the students have to identify the exact order of reasoning that the AI used to arrive at that incorrect answer. In the second step, they have to correct the reasoning of the AI so that it is able to solve the question.
To complete this activity, students have to use divergent thinking [1] to generate and explore multiple different reasoning pathways for a single question. This method of thinking is often contrasted with convergent thinking, which focuses solely on arriving at a single, correct solution to a problem. As divergent thinking has been shown to be a valid indicator for creative thought [2, 3], this activity allows the students to build creativity.
This is a 2-step activity that starts by presenting the students with a question and it’s answer which has been computed incorrectly by an AI. The AI is designed to avoid any numerical mistakes while computing an answer to ensure that the incorrect answer is a result of an error in reasoning rather than an error in calculation. In the first step, the students have to identify the exact order of reasoning that the AI used to arrive at that incorrect answer. In the second step, they have to correct the reasoning of the AI so that it is able to solve the question.
To complete this activity, students have to use divergent thinking [1] to generate and explore multiple different reasoning pathways for a single question. This method of thinking is often contrasted with convergent thinking, which focuses solely on arriving at a single, correct solution to a problem. As divergent thinking has been shown to be a valid indicator for creative thought [2, 3], this activity allows the students to build creativity.
[1] Joy P Guilford. Creativity: Yesterday, today and tomorrow. The Journal of Creative Behavior, 1(1):3–14, 1967
[2] Mathias Benedek, Tanja Könen, and Aljoscha C Neubauer. Associative abilities underlying creativity. Psychology of Aesthetics, Creativity, and the Arts, 6(3):273, 2012.
[3] Sietske W Kleibeuker, Carsten KW De Dreu, and Eveline A Crone. Creativity development in adolescence: Insight from behavior, brain, and training studies. New directions for child and adolescent development, 2016(151):73–84, 2016.
[1] Joy P Guilford. Creativity: Yesterday, today and tomorrow. The Journal of Creative Behavior, 1(1):3–14, 1967
[2] Mathias Benedek, Tanja Könen, and Aljoscha C Neubauer. Associative abilities underlying creativity. Psychology of Aesthetics, Creativity, and the Arts, 6(3):273, 2012.
[3] Sietske W Kleibeuker, Carsten KW De Dreu, and Eveline A Crone. Creativity development in adolescence: Insight from behavior, brain, and training studies. New directions for child and adolescent development, 2016(151):73–84, 2016.
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Join a growing community of forward thinking educators from around the world as we build the next generation of learning activities!
Ira Project 2025. All rights reserved.
Co-create With Us
Join a growing community of forward thinking educators from around the world as we build the next generation of learning activities!
Ira Project 2025. All rights reserved.
Co-create With Us
Join a growing community of forward thinking educators from around the world as we build the next generation of learning activities!
Ira Project 2025. All rights reserved.
Co-create With Us
Join a growing community of forward thinking educators from around the world as we build the next generation of learning activities!
Ira Project 2025. All rights reserved.