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Aspects of fostering innovativeness within secondary-school geography education have scarcely been studied. We therefore have little knowledge of where to start when teaching and learning to use spatialized and animated data to develop innovations. This study reports on lay users’ strategies to develop hypotheses within the Gapminder world environment using screencapture (OCAM and QuickTime Player) and oral descriptions of hypothesis-generation for CO2 emissions. Videography as a method based on ethnography (Tuma et al., 2013) is used for analysis and interpretation. These lay strategies form the basis of modified teaching processes that actually foster innovativeness within the technical knowledge domain of STEM subjects

Hypothesis-Generation and Innovativeness. A Videography-based Analysis of Lay Hypothesis-Generation in Secondary-School Education