Mayasari, Tantri; Kadarohman, Asep; Rusdiana, Dadi; Kaniawati, Ida
Creativity is an important capability that should be held to competitive standards in the 21st century in entering the era of information and knowledge. It requires a creative generation that is able to innovate to meet the challenges of an increasingly complex future. This study examines the student's creativity level by integrating STEM (Science, Technology, Engineering, and Mathematics) knowledge to make creative products in renewable energy (solar energy). Total respondents in this study were 29 students who take applied science course. This research used qualitative and quantitative method (mixed methods), and used "4P" dimension of creativity to assess student's creativity level. The result showed a creative product is influenced by STEM knowledge that can support student's creativity while collaborating an application of knowledge, skills, and ability to solve daily problems associated with STEM.
Hulme, Eileen; Thomas, Ben; DeLaRosby, Hal
Eileen Hulme, Ben Thomas, and Hal DeLaRosby argue for the importance of creativity as a learning outcome and challenge higher education to produce students capable of becoming the innovative leaders the twenty-first-century economy requires.
The issue of whether teaching methods can influence creativity in the advertising copy writing classroom can best be examined by breaking it into three areas of knowledge access (perceptual, action, and conceptual). One of the perceptions of creativity is that creativity ceases to develop once a student is of college age, and that college itself…
Ambrose, Laura; Machek, Greg R.
The process of identifying students as creatively gifted provides numerous challenges for educators. Although many schools assess for creativity in identifying students for gifted and talented services, the relationship between creativity and giftedness is often not fully understood. This article reviews commonly used methods of creativity…
Wang, Bingxin; Greenwood, Kenneth Mark
This paper applies the Four C Model of Creativity ("Big-C, little-c, mini-c and Pro-c") to determine Chinese students' perceptions of their own creativity and their perceptions of Western students' creativity. By surveying 100 Chinese students and interviewing 10 of them, this paper discovered that Chinese students generally perceived…
Geissler, Gary L.; Edison, Steve W.; Wayland, Jane P.
Business professors continue to face the challenge of truly preparing their students for the workplace. College students often lack skills that are valued by employers, such as critical thinking, creativity, communication, conflict resolution, and teamwork skills. Traditional classroom methods, such as lectures, may fail to produce adequate…
Kumar, V. K.; And Others
First-year college students (n=182) were tested to determine their beliefs about and approaches to creative endeavors. Students self-identified as creative employed a greater number of techniques such as brainstorming and were less motivated by the goal of developing a final product, compared to those identified as least creative. (JDD)
Walsh, Sandra M; Chen, Shiue; Hacker, Marcia; Broschard, Dawn
Nursing students' disinterest in caring for elders presents health care challenges. As the aged population increases, nursing faculty are challenged to improve students' attitudes toward elder care. Reed's self-transcendence theory guided this pilot study with nursing students (n=22) who implemented either a Creative-Bonding Intervention (CBI) or a Friendly Visit (FV) at senior citizen centers to test the effect of creative approaches on student self-transcendence and attitudes toward elders. Demographic data, a revised Kogan's Attitudes toward Old People statements, and Reed's Self-transcendence Scale were analyzed with descriptive, paired t test, ANCOVA, and Pearson correlation statistics. Results demonstrated significant differences in attitudes in the FV and changes in the expected directions in the CBI group. Self-transcendence had no significant changes. Valuable information was provided by students' comments about the interventions. Reed's belief that self-transcendence is present regardless of age was supported. Future studies are suggested with an increased sample size, a combined CBI/FV intervention, and supportive help during students' intervention delivery.
Current education reform in both the United States and China promotes a reformed inquiry-based approach based on the constructivist learning theory. This study contributes to the research literature by exploring the relationship between reformed science teaching and students' creativity. Chinese education is often criticized for a lack of creativity by some news media (Stack, 2011). This study was designed to explore the creativity of students and the extent to which inquiry instruction is used in the science classroom. The study used a convenience sample of two classes from a middle school located in Wuhu city, Anhui province, China. A total of 120 students and 3 science teachers participated. A mixed-methods research approach was adopted for integrated explanation. Student surveys, the Torrance Test of Creative Thinking (TTCT), Verbal, Reformed Teaching Observation Protocol (RTOP), and semi-structured interview were utilized as research tools for collecting quantitative and qualitative data. The findings indicate that there was a positive relationship between reformed teaching and students' creativity (F (2, 117) = 19.760, pteaching but also revealed several challenges. The findings from the Verbal TTCT and classroom observation provided evidence of Chinese students' creativity. Directions for future research are provided.
Keh, Lim Keng; Ismail, Zaleha; Yusof, Yudariah Mohammad
This research aims to find out the creativity among the geomatical engineering students. 96 geomatical engineering students participated in the research. They were divided into 24 groups of 4 students. Each group were asked to solve a real world problem collaboratively with their creative thinking. Their works were collected and then analysed as…
Full Text Available Creativity is the human ability to think, modify, discover and create something. Creativity in the scientific world and the general public is common term. In reality, creativity and human life are two different things, but inseparable, thus affecting and closely correlated. Life and civilization will stagnate and vacuum without creativity. Creativity always presents and appears in the rhythm of space and time as the level of thinking and the human needs. Problems faced by higher education in Indonesia today is the low creativity of both students and lecturers. Those are caused by: (1 creativity is not taught in higher education, (2 the creativity of students is less supported by parents, (3 the leader of higher education considers creativity as a means of damaging the system or existing products, and (4 the routines of lectures and students. In order to develop creativity in higher education, then the leader and lecturers should eliminate bad habits in destroying the creativity of subordinates and students, parents should continue the natural talent of the child, select the child’s social environment, minimize punishment, and do not curb excessively child to “do“ something. Ways that can be taken to intensify creativity in higher education including by the use of creative techniques based practical such as: brainstorming, incubator method, and the method of mapping the mind
Kettler, Todd; Bower, Janessa
Creativity and giftedness are frequently associated, and schools may use measures of creativity for identifying gifted and talented students. The researchers examined three aspects of elementary student creativity: (a) the relationship between a teacher's rating of student creativity and rubric-scored student writing samples, (b) group differences…
Romein, A.; Trip, J.J.; Zonneveld, W.A.M.
Report written in the context of the INTERREG IVB project Creative City Challenge. Based on a series of international expert meetings the report discusses various themes in relation to creative city policy, and analyses the process of transnational learning itself.
Story, Lachel; Butts, Janie B
The traditional classroom, particularly in nursing, often is stifling to students and teachers. A dynamic co-learning experience creates a potential to move students from merely obtaining knowledge to practice. This article presents an exemplar of the transformative learning process within the nursing education setting. The concepts forming this compelling teaching approach are caring, comedy, creativity, and challenging (the four Cs). Through this innovative teaching method, opportunities are created for authentic co-learning to occur.
Marta Luísa da Cruz Alves
Full Text Available Creativity is an important human faculty in several performance areas, including the work of a psychologist. This article aimed to describe creativity in a group of Psychology undergraduate students in order to verify whether their professional development fosters creative potential. The study comprised 75 students, equally distributed in three groups from the first, fifth and tenth terms, aged 18 to 59, who were submitted to the Verbal TTCT (Torrance Test of Creative Thinking: Thinking Creatively with Words, following technical specifications of this tool. Further to test evaluation, results of the three groups were statistically compared and the main results showed higher creativity index in senior students, mainly regarding Fluency – ability to produce a large number of ideas, and Originality – ability to produce new and infrequent ideas.
Friis, Silje Alberthe Kamille
This paper offers a theoretical framework for how to think about and understand creativity – and how to work with the development of creative competencies in design education. Most design students experience recurrent, individual challenges in design work, which have to do with their personal......, psychological configuration. The objective of the present research is to provide new insight into the dynamics underlying our individual strengths and challenges, and develop approaches to help design students come full circle in creative work processes. The paper builds on contemporary theory and techniques...... from the field of psychology, as well as research-in-practice with students at the Kolding School of Design and presents the outline of a model for how to work with and facilitate the development of creative competencies. While the research is still in its early phases, response from participants...
Although most researchers focus on scientists' creativity, students' scientific creativity should be considered, especially for high school and college students. It is generally assumed that most professional creators in science emerge from amateur creators. Therefore, the purpose of this study is to investigate the relationship between students' scientific creativity and selected variables including creativity, problem finding, formulating hypotheses, science achievement, the nature of science, and attitudes toward science for finding significant predictors of eleventh grade students' scientific creativity. A total of 130 male eleventh-grade students in three biology classes participated in this study. The main instruments included the Test of Divergent Thinking (TDT) for creativity measurement, the Creativity Rating Scale (CRS) and the Creative Activities and Accomplishments Check Lists (CAACL ) for measurement of scientific creativity, the Nature of Scientific Knowledge Scale (NSKS) for measurement of the nature of science, and the Science Attitude Inventory II (SAI II) for measurement of attitudes toward science. In addition, two instruments on measuring students' abilities of problem finding and abilities of formulating hypotheses were developed by the researcher in this study. Data analysis involved descriptive statistics, Pearson product-moment correlations, and stepwise multiple regressions. The major findings suggested the following: (1) students' scientific creativity significantly correlated with some of selected variables such as attitudes toward science, problem finding, formulating hypotheses, the nature of science, resistance to closure, originality, and elaboration; (2) four significant predictors including attitudes toward science, problem finding, resistance to closure, and originality accounted for 48% of the variance of students' scientific creativity; (3) there were big differences between students with a higher and a lower degree of scientific
Adriansen, Hanne Kirstine
In this chapter, I analyse if there is an inherent paradox between creativity and criticality. With critical thinking being among the core values in higher education, can we then also foster creative thinking? In answering this question, I use the masters degree LAICS (Leadership And Innovation...... in Complex Systems) as a case study. Interviews with students are used to shed light on creative teaching and learning. It is shown that creativity can be taught by teaching creatively. I conclude that creativity and criticality are not entirely different ways of thinking and both are important in academia...
Jahnke, Isa; Haertel, Tobias; Wildt, Johannes
Creativity is one of the important skills of the twenty-first century and central to higher education (HE). When we look closer into research on creativity in HE, however, it is not clear how university teachers conceptualise student creativity. How do teachers grasp, observe and express student creativity? Different methods such as interviews and…
Furnham, Adrian; Batey, Mark; Booth, Tom W.; Patel, Vikita; Lozinskaya, Dariya
Two studies are reported that used multiple measures of creativity to investigate creativity differences and correlates in arts and science students. The first study examined Divergent Thinking fluency, Self-Rated Creativity and Creative Achievement in matched groups of Art and Science students. Arts students scored higher than Science students on…
Sali, Güneş; Akyol, Aysel Köksal
Although creativity provides a considerable number of advantages, many teachers have direct and indirect prejudices against creative students since they may display distracting and disruptive behaviors toward teachers and classmates. To determine how teachers' creativity affects their students' creative development, 90 preschool and elementary school teachers and 90 pupils were assessed for creative thinking. The children's sex was not correlated with creativity scores. There were small, significant relationships between various measures of preschool teachers' and students' creativity.
Zhou, Chunfang; Holgaard, Jette Egelund; Kolmos, Anette
In this paper we outline two approaches to enhance creative skills in a PBL environment at Aalborg University, Denmark. The two strategies are respectively characterized by 1) integrating creativity training into curriculum and 2) introducing real life engineering projects for students. Two cases...
Jennings, Ashley S.
To solve the challenge of learning VSEPR molecules in three dimensions, a high school student leverages her passion for 3D computer animation to develop a creative solution. This article outlines the process and story behind the creation of her unique video. (Contains 1 figure.)
Ren, Fujun; Li, Xiuju; Zhang, Huiliang; Wang, Lihui
For almost a century, researchers have studied creative imagination, most typically that of children. This article reports on a study of the development of creative imagination of Chinese youths and its relation to the educational environment. Data consisted of 4,162 students from grades 4 through 12. Findings showed that students' creative imagination increased as the grade in school increased from grades 4 through 11, but decreased slightly at grade 12. Students' creative imagination was lower in elementary school than that in middle school. The pace of development was also different in different stages. In different grades, youths used different ways to express their imagination. Students of 'excellent' academic performance had the highest creative imagination, followed by students of 'fairly good', 'medium' and 'poor' academic performance. Student-centred teaching methods were associated with higher creative imagination. Students whose teachers had a more supportive attitude showed better creative imagination. Finally, taking part in science-related competitions and frequently visiting science venues were related to the development of students' creative imagination. Some implications and recommendations for development of students' creative imagination are also proposed.
Stoll, Louise; Temperley, Julie
In times of constant change, teachers need to be flexible, adaptable and creative. This article argues that promoting creativity of staff to enhance twenty-first century learning is a fundamental challenge for school leadership today. Drawing on the findings of a research and development project involving senior leadership teams and a local…
Appleton, Leo; Grandal Montero, Gustavo; Jones, Abigail
This paper discusses the information literacy requirements of art and design students, and how traditional approaches to information literacy education are not always appropriate for these particular students. The paper argues that different, creative, and innovative approaches to information literacy training need to be developed with the…
Diana Valerievna Zhuina
Full Text Available Purpose of conduct theoretical and methodological analysis of the problem of creative thinking subjects of the educational environment; generalization of the results of an empirical study of creative thinking of students of pedagogical high school; formulation of conclusions and recommendations based on the results of empirical research.Methodology of work in the article used the following me-thods of psycho-pedagogical studies: theoretical analysis of psychological and pedagogical literature on research; empirical methods, «Torrance Test of creativity»; quantitative method of data processing (percent.Results for Beginning Students (1st and 2nd pedagogical university have a level of creativity lower than normal. Du-ring training, under the influence of modern psychological and pedagogical technologies, through participation in research and training activities of a creative nature (competitions, contests and so on. Level of creativity senior students increases. However, you need a specially organized system of work aimed at improving the efficiency of the learning process at the university, to develop the necessary professional competencies of students (including the development of creative thinking, contributing to the formation of highly qualified professionals in demand in the labor market.Practical implications of the study results have both theoretical and practical focus is to enhance the knowledge about the features of creative thinking of students about the factors and conditions of development of creative thinking techniques in the teaching process at the university. In addition, the results of empirical research, you can use a high school teacher, se-condary vocational institutions in order to organize educatio-nal activities aimed at improving the creative (creative thin-king subjects of education.
Monica D. Murgia
Full Text Available This article encapsulates my experience of teaching creativity within a higher education curriculum. Creativity often eludes common understanding because it involves using different conceptual streams of thought, often times developing unconsciously and manifesting in the prized “eureka” moment. In 2009, I began explaining the neurological condition of synaesthesia and later introduced this phenomenology in a course designed to cultivate creativity to first year fashion design students. There are many challenges in teaching creativity. Through teaching this course, I discovered that the first challenge is making the students conscious of their own qualitative beliefs on creativity and art. The second is creating exercises to challenge and alter these beliefs, thus forming a new way of thinking and experiencing the world. The most resistance from my students arose when experimenting with non-representational art. They did not have a conscious framework for making and evaluating abstract art. Introducing synaesthesia, a neurologically-based condition that “merges” two or more sensory pathways in the brain, gave my students a framework for discovery. Understanding sensory modalities and ways in which these modalities can blended together in synaesthesia proved to be a gateway to creativity in many of my students. The scope of this article chronicles how I developed my teaching methodology, the results it created in my classroom, as well as its effects on my own artistic practice.
Waller, David R.
This study used a mixed methods approach to develop a broad and deep understanding of students’ perceptions towards creativity in engineering education. Studies have shown that students’ attitudes can have an impact on their motivation to engage in creative behavior. Using an ex-post facto independent factorial design, attitudes of value towards creativity, time for creativity, and creativity stereotypes were measured and compared across gender, year of study, engineering discipline, preference for open-ended problem solving, and confidence in creative abilities. Participants were undergraduate engineering students at Queen’s University from all years of study. A qualitative phenomenological methodology was adopted to study students’ understandings and experiences with engineering creativity. Eleven students participated in oneon- one interviews that provided depth and insight into how students experience and define engineering creativity, and the survey included open-ended items developed using the 10 Maxims of Creativity in Education as a guiding framework. The findings from the survey suggested that students had high value for creativity, however students in fourth year or higher had less value than those in other years. Those with preference for open-ended problem solving and high confidence valued creative more than their counterparts. Students who preferred open-ended problem solving and students with high confidence reported that time was less of a hindrance to their creativity. Males identified more with creativity stereotypes than females, however overall they were both low. Open-ended survey and interview results indicated that students felt they experienced creativity in engineering design activities. Engineering creativity definitions had two elements: creative action and creative characteristic. Creative actions were associated with designing, and creative characteristics were predominantly associated with novelty. Other barriers that emerged
Managing for creativity has proven to be one of the most important drivers in IS and IS development, providing competitive advantages for strong companies as Google, SAS Institute and LEGO. The continuous changing market environment drives companies to focus on creativity as an increasing necessity...... when competing through sustained innovations. However, creativity in the IS environment is a challenge for most organizations - primarily caused by the lack of knowledge in strategizing creative processes in relation to the IS strategies - causing companies to act ad hoc in their creative endeavors....... In this paper, I address these organizational challenges in creativity and IS. Grounded in a literature review conducted previously and a rigorous selection process, I have identified and presented a model of seven important factors for the creative context in IS organizations. From these factors, 21 common...
Antonczak, Laurent; Keegan, Helen; Cochrane, Thomas
The ethos of open sharing of experiences and user generated content enabled by Mobile social media can be problematic in some cases (politics, gender, minorities), and it is not fully understood within the creative and academic sector. Creative people, students, and lecturers can misconceive the value and issues around open and public access to…
This research had two objectives. The first was to determine the reliability and validity of the multifaceted assessment of creativity (MAC) for evaluating Hong Kong university students' conceptions of creativity. The second was to establish if the theory-practice and gender gaps discovered among mainland Chinese university students would be…
Boldt, Randal W.; Paul, Sherin
Creative-arts therapy groups offer university students powerful ways to address intrapersonal and interpersonal concerns. These groups combine the strengths of a traditional process group with the benefits of participation in the expressive arts. The creative process draws students in, invites insight and introspection, and facilitates outward…
Kelly, Kathryn E.; Kneipp, Lee B.
This study explored the relationship between reading for pleasure and creativity. University students (N = 225) completed measures of reading for pleasure and creativity (SCAB). The results indicated that reading for pleasure was significantly, positively correlated to creativity. Implications for the classroom are explored, including possible…
Peter Dee - Strategic Design & Marketing Consultant, was responsible for the design and development of the brand identity for the Enterprise Ireland Student Creativity Day which was used on business cards, letterhead, appliction forms, information literature, large format posters, t-shirts and website. Competing in multi-disciplinary teams, students provided an innovative & creative solution to an exacting design brief. The design brief reflected the following themes: interface, learning, sci...
Sak, Ugur; Oz, Ozge
A research study using one-group pretest-posttest design was carried out on the effectiveness of the Creative Reversal Act (CREACT) on creative thinking. The CREACT is a new, teaching technique developed based on the theory of the janusian process. The research participants included 34 students who were attending 10th grade at a social studies…
Sarmini; Prasetya, Ketut; Nadiroh, Ulin
Student creativity is very important to improve the quality and quantity. The purpose of this paper is to identify the quality and quantity of the Student Creativity Program. The method in this research is exploratory study. The subjects taken are the leaders of deans and vice deans at the State University of Surabaya. Data collection techniques used are kusioner. The result of this research is creativity program in student is very important. Not only improve the quality and quantity of creativity, but also affect the image of the institution. It is necessary to have written rules on the regulations on the Student Creativity Program and to take a comprehensive and comprehensive approach, and to organize the budget is the main thing.
Gu, Jibao; He, Changqing; Liu, Hefu
Based on social cognitive theory and leadership theory, the current study tests a theoretical model linking supervisory styles (i.e. supportive and directive) with graduate student creativity via psychological cognitive factors (specifically, creative self-efficacy and intrinsic motivation). Results from a sample of 216 graduate students of 1…
Oncu, Elif Celebi
The main objective of this study was improving university students' from different faculties creativity thinking through a creativity education process. The education process took twelve weeks' time. As pretest, Torrance test of creative thinking (TTCT) figural form was used. Participants were 24 university students from different faculties who…
Waldrip, Bruce; Prain, Vaughan
Student engagement in learning science is both a desirable goal and a long-standing teacher challenge. Moving beyond engagement understood as transient topic interest, we argue that cognitive engagement entails sustained interaction in the processes of how knowledge claims are generated, judged, and shared in this subject. In this paper, we particularly focus on the initial claim-building aspect of this reasoning as a crucial phase in student engagement. In reviewing the literature on student reasoning and argumentation, we note that the well-established frameworks for claim-judging are not matched by accounts of creative reasoning in claim-building. We develop an exploratory framework to characterise and enact this reasoning to enhance engagement. We then apply this framework to interpret two lessons by two science teachers where they aimed to develop students' reasoning capabilities to support learning.
Zhu, Chang; Zhang, Li-Fang
This research aims to understand university students' thinking styles and the relationship with their views of creativity. The Thinking Styles Inventory-Revised II was used to measure 13 thinking styles as defined in Sternberg's theory of mental self-government and the Conceptions of Creativity Scales was used to inquire students' views about the…
Jo, Son Mi
Through the review of creativity research I have found that studies lack certain crucial parts: (a) a theoretical framework for the study of creativity in science, (b) studies considering the unique components related to scientific creativity, and (c) studies of the interactions among key components through simultaneous analyses. The primary purpose of this study is to explore the dynamic interactions among four components (scientific proficiency, intrinsic motivation, creative competence, context supporting creativity) related to scientific creativity under the framework of scientific creativity. A total of 295 Korean middle school students participated. Well-known and commonly used measurements were selected and developed. Two scientific achievement scores and one score measured by performance-based assessment were used to measure student scientific knowledge/inquiry skills. Six items selected from the study of Lederman, Abd-El-Khalick, Bell, and Schwartz (2002) were used to assess how well students understand the nature of science. Five items were selected from the subscale of the scientific attitude inventory version II (Moore & Foy, 1997) to assess student attitude toward science. The Test of Creative Thinking-Drawing Production (Urban & Jellen, 1996) was used to measure creative competence. Eight items chosen from the 15 items of the Work Preference Inventory (1994) were applied to measure students' intrinsic motivation. To assess the level of context supporting creativity, eight items were adapted from measurement of the work environment (Amabile, Conti, Coon, Lazenby, and Herron, 1996). To assess scientific creativity, one open-ended science problem was used and three raters rated the level of scientific creativity through the Consensual Assessment Technique (Amabile, 1996). The results show that scientific proficiency and creative competence correlates with scientific creativity. Intrinsic motivation and context components do not predict scientific
This article explores and discusses examples of students’ everyday creativity that seem to be overlooked by teachers but are acknowledged by ‘peers’ in a 9th Grade (age 15–16) at a Danish free school. Creativity emerged as part of the everyday student interactions at school in ‘in-between’ social...... a diversity of expressive modes, and allows diverse students to explore their contributions by experimenting and deliberately positioning themselves to be evaluated by ‘socially important others’. Obtaining these experiences as a shared sense making requires spaces in the school context and a recognition...
Shapiro, Johanna; Ortiz, Diane; Ree, You Ye; Sarwar, Minha
Increasingly, medical educators are incorporating reflective writing and original creative work into educational practices with the goals of stimulating student self-awareness, appreciation of multiple perspectives, and comfort with ambiguity and uncertainty. This study investigated students' creative projects to assess the extent to which they adopted a patient/relationship-centered, emotionally connected position toward patients and families. Over a 10 year period, students on a required third year pediatrics clerkship individually or in groups completed either a reflection or an education project using a creative medium. 520 projects (representing 595 students, 74.7 % of total eligible students) were qualitatively analyzed according to various thematic and emotion-based dimensions. The majority of projects were personal narrative essays and poetry. The largest number of project themes related to the importance of patient/relationship-centered medicine with patients. The next largest number of projects focused on health education of parents, patients, or classmates. In telling their stories, students were more likely to use a personal voice representing either their or the patient's perspective than an objective, impersonal one. In terms of emotional tone, projects were more likely to be serious than humorous. The largest number of students' emotions expressed an empathic tone. Students identified a large number and wide range of both negative and positive feelings in themselves and their patients. The majority of student emotions were positive, while the majority of patient and family emotions were negative. Students' preference for patient-centered, relational themes, as well as their tendency to favor the first voice, empathic tone, and willingness to express a range of positive and negative emotions in presenting their projects, suggests that they valued emotional connection with patients and families during the pediatrics clerkship experience.
Victoria C. Oleynick
Full Text Available Inspiration is a motivational state that compels individuals to bring ideas into fruition. Creators have long argued that inspiration is important to the creative process, but until recently, scientists have not investigated this claim. In this article, we review challenges to the study of creative inspiration, as well as solutions to these challenges afforded by theoretical and empirical work on inspiration over the past decade. First, we discuss the problem of definitional ambiguity, which has been addressed through an integrative process of construct conceptualization. Second, we discuss the challenge of how to operationalize inspiration. This challenge has been overcome by the development and validation of the Inspiration Scale, which may be used to assess trait or state inspiration. Third, we address ambiguity regarding how inspiration differs from related concepts (creativity, insight, positive affect by discussing discriminant validity. Next, we discuss the preconception that inspiration is less important than perspiration (effort, and we review empirical evidence that inspiration and effort both play important—but different—roles in the creative process. Finally, with many challenges overcome, we argue that the foundation is now set for a new generation of research focused on neural underpinnings. We discuss potential challenges to and opportunities for the neuroscientific study of inspiration. A better understanding of the biological basis of inspiration will illuminate the process through which creative ideas fire the soul, such that individuals are compelled to transform ideas into products and solutions that may benefit society.
Liang See Tan
Full Text Available Researchers have argued for the importance of the classroom context in developing students’ creative potential. However, the emphasis on a performative learning culture in the classroom does not favour creativity. Thus, how creative potential can be realised as one of the educational goals in the classrooms remains a key question. This study measured creativity across three secondary schools using the Wallach-Kogan Creative Thinking Test (WKCT. A total of 283 students enrolled in the Express programme and 290 students enrolled in the Integrated Programme (IP volunteered in the study. The same cohort of students took the 38-item WKCT twice; once at the beginning of Secondary One and then at the end of Secondary Three. Four aspects of creativity, namely fluency, flexibility, unusualness, and uniqueness, were investigated. Our analyses showed that (i IP students showed a greater increase in scores over time when compared to Express students; (ii when Programme and PSLE (Primary School Leaving Examination were used to predict creativity scores in a multiple regression, the predictive power of Programme increased from Secondary 1 to Secondary 3 while that of PSLE decreased; and (iii flexibility scores were more resistant to change than fluency scores. These findings suggest that the classroom context matters and that the removal of high-stakes examination can provide room for the development of creative potential.
Students' creativity is an important focus globally and is interrelated with students' spatial abilities. Additionally, three-dimensional computer-assisted drawing (3D-CAD) overcomes barriers to spatial expression during the creative design process. Does 3D-CAD affect students' creative abilities? The purpose of this study was to explore the…
Stanzione, Christopher M; Perez, Susan M; Lederberg, Amy R
To address the paucity of current research on the development of creativity in deaf students, and to extend existing research to adolescents, the present study investigated divergent thinking, a method of assessing creativity, in both deaf and hearing adolescents. We assessed divergent thinking in two domains, figural and verbal, while also adjusting the instructional method in written format, sign language, or spoken English. Deaf students' performance was equal to, or more creative than, hearing students on the figural assessment of divergent thinking, but less creative on the verbal assessment. Additional studies should be conducted to determine whether this was an anomalous finding or one that might contribute to hypotheses yielding effective interventions.
Goodwin, Sarah; Dykes, Jason; Jones, Sara; Dillingham, Iain; Dove, Graham; Duffy, Alison; Kachkaev, Alexander; Slingsby, Aidan; Wood, Jo
We enhance a user-centered design process with techniques that deliberately promote creativity to identify opportunities for the visualization of data generated by a major energy supplier. Visualization prototypes developed in this way prove effective in a situation whereby data sets are largely unknown and requirements open - enabling successful exploration of possibilities for visualization in Smart Home data analysis. The process gives rise to novel designs and design metaphors including data sculpting. It suggests: that the deliberate use of creativity techniques with data stakeholders is likely to contribute to successful, novel and effective solutions; that being explicit about creativity may contribute to designers developing creative solutions; that using creativity techniques early in the design process may result in a creative approach persisting throughout the process. The work constitutes the first systematic visualization design for a data rich source that will be increasingly important to energy suppliers and consumers as Smart Meter technology is widely deployed. It is novel in explicitly employing creativity techniques at the requirements stage of visualization design and development, paving the way for further use and study of creativity methods in visualization design.
This study aimed to help determine what the typology of math creative problem-solving is. Different from studies that have discussed the threshold effect between creativity and intelligence, this research investigated the threshold effect between creativity and other attributes. The typology of the math creative problem-solving abilities of 409 fifth- and sixth-grade Taiwanese students was identified and compared in this study. A Creative Problem-Solving Attribute Instrument was devised for t...
Wood, Richard M.; Bauer, Steven X. S.; Hunter, Craig A.
A review of the linkage between knowledge, creativity, and design is presented and related to the best practices of multidisciplinary design teams. The discussion related to design and design teams is presented in the context of both the complete aerodynamic design community and specifically the work environment at the NASA Langley Research Center. To explore ways to introduce knowledge and creativity into the research and design environment at NASA Langley Research Center a creative design activity was executed within the context of a national product development activity. The success of the creative design team activity gave rise to a need to communicate the experience in a straightforward and managed approach. As a result the concept of creative potential its formulated and assessed with a survey of a small portion of the aeronautics research staff at NASA Langley Research Center. The final section of the paper provides recommendations for future creative organizations and work environments.
Fernanda do Carmo Gonçalves
Full Text Available This study aimed to compare the perception of gifted and non-gifted students with respect to the climate for creativity in the classroom, in the disciplines of Mathematics and Portuguese Language, and to investigate the relationship between creativity and perception of classroom climate for creativity. Twenty-one gifted and 27 non-gifted 6th grade students who attended a public school in Brazil participated in the study. The gifted students evaluated teacher’s support to the students’ expression of ideas in Mathematics in a more satisfactory way compared to non-gifted, and they also showed greater interest in learning Mathematics in comparison to Portuguese Language. A positive correlation between creativity and perception of classroom climate was found for gifted students, and negative correlation for non-gifted students.
Full Text Available Over the past twenty years, nearly all job growth in the United States has emerged from new companies and organizations with assumedly innovative products, services, and practices. Yet, the nurturing of student creative thinking and problem solving is infrequent in engineering education. Inherent to developing these creativity skills and attributes is the need to be exposed to difference — in people and environment. Engineering education rarely offers such opportunities. Additionally, engineering students are rarely presented opportunities to develop designs responding to real human problems. This paper puts forth a new instructional model to address these needs by utilizing arts processes and practices as catalysts for both creativity development in students and transdisciplinary collaboration on problems addressing deep human needs. This model is premised on the substantiated role of the arts in developing creativity and growing understanding of the human condition. This art-based instructional model was piloted as exploratory pedagogical research during the summers of 2015 and 2016 as a partnership between the Arts Nexus (IAN and the School of Engineering at the University of Dayton. In each year, this program supported twelve student interns from engineering, business, science, the arts, and the humanities to develop innovative technologies and services meeting client needs. Student growth in creative problem-solving and transdisciplinary collaboration, as well as the success of the completed innovation technology prototype were assessed by the project mentors and participating students via survey evaluations and narrative responses. The assessment results revealed substantial student growth in student creativity and transdisciplinary collaboration and a remarkably strong evaluation of the success of the students’ innovations. Also realized for all students was a transformation in their perception of their place in the world as
Fullerton, Jami A.; Kendrick, Alice
Data from a national survey of U.S. advertising students compared those who planned to seek creative jobs in advertising with those who desired management positions and "Generalists," who chose both. Male and female students were equally likely to aspire to be Creatives, despite current U.S. agency estimates that men outnumber women by…
Seyedeh Edna Khalilinezhad
Full Text Available Nowadays, flowering of student creativity is one of the most important purposes of education. But in our country, due to the fact that creativity is effected by environmental conditions and factors, it is barely investigated, reviewed, and accurately programmed. For these reasons, the aim of the present study was to identify and removal the four group of the creativity barriers, and investigate their effect on students' learning and creativity growth in math. This research is of an applied type with a sample consisting of 40 eighths grade girl students from Reyhane-Nabi school in Ahvaz City. The sample was divided into two homogenous groups: control and experimental. In order to train the experimental group, creativity barriers were removed and its effect on learning, creativity, and students' interest in math was analyzed. Then the information obtained by descriptive and inferential Statistics was analyzed. Results of T-test for independent and paired samples showed that removing creativity barriers would have a positive effect on students' learning and creativity, in math.
Raeis, Ahmad Reza; Bahrami, Susan; Yousefi, Mitra
level of (p≤ 0.05). It means the ability of purposeful application in male students was more than female students. We are living in the information age and one of the variables that are associated with creativity is information literacy. The results indicated that the students who are more creative are more information literate and can reach higher goals. Therefore we can contemplate that increasing information literacy in the universities and other scientific education centers plays an important role in teaching and training a creative workforce.
Alhusaini, Abdulnasser Alashaal F.
The Real Engagement in Active Problem Solving (REAPS) model was developed in 2004 by C. June Maker and colleagues as an intervention for gifted students to develop creative problem solving ability through the use of real-world problems. The primary purpose of this study was to examine the effects of the REAPS model on developing students' general creativity and creative problem solving in science with two durations as independent variables. The long duration of the REAPS model implementation lasted five academic quarters or approximately 10 months; the short duration lasted two quarters or approximately four months. The dependent variables were students' general creativity and creative problem solving in science. The second purpose of the study was to explore which aspects of creative problem solving (i.e., generating ideas, generating different types of ideas, generating original ideas, adding details to ideas, generating ideas with social impact, finding problems, generating and elaborating on solutions, and classifying elements) were most affected by the long duration of the intervention. The REAPS model in conjunction with Amabile's (1983; 1996) model of creative performance provided the theoretical framework for this study. The study was conducted using data from the Project of Differentiation for Diverse Learners in Regular Classrooms (i.e., the Australian Project) in which one public elementary school in the eastern region of Australia cooperated with the DISCOVER research team at the University of Arizona. All students in the school from first to sixth grade participated in the study. The total sample was 360 students, of which 115 were exposed to a long duration and 245 to a short duration of the REAPS model. The principal investigators used a quasi-experimental research design in which all students in the school received the treatment for different durations. Students in both groups completed pre- and posttests using the Test of Creative Thinking
This article makes a case for using creative writing in a second language course. Creative writing increases students' enthusiasm for writing skills development and supports students' creativity, which is a fundamental aspect of education. In order to engage less motivated students, a series of creative writing assignments was implemented in a…
Huber, Amy Mattingly; Leigh, Katharine E.; Tremblay, Kenneth R., Jr.
The creative process is a multifaceted and dynamic path of thinking required to execute a project in design-based disciplines. The goal of this research was to test a model outlining the creative design process by investigating student experiences in a design project assignment. The study used an exploratory design to collect data from student…
Pinasa, Siwa; Siripun, Kulpatsorn; Yuenyong, Chokchai
Creative thinking on applying science and mathematics knowledge is required by the future STEM career. The STEM education should be provided for the required skills of future STEM career. This paper aimed to clarify the developing STEM education learning activities to enhance students' creative thinking. The learning activities were developed for Grade 10 students who will study in the subject of independent study (IS) of Khon Kaen Wittayayon School, Khon Kaen, Thailand. The developing STEM education learning activities for enhancing students' creative thinking was developed regarding on 6 steps including (1) providing of understanding of fundamental STEM education concept, (2) generating creative thinking from prototype, (4) revised ideas, (5) engineering ability, and (6) presentation and discussion. The paper will clarify the 18 weeks activities that will be provided based these 6 steps of developing learning activities. Then, these STEM learning activities will be discussed to provide the chance of enhancing students' creative thinking. The paper may have implication for STEM education in school setting.
Schlee, Regina Pefanis; Harich, Katrin R.
As calls for enhancing the ability of business students to think creatively and develop innovative goods and services have become universal, researchers in the area of creativity have expressed concerns that the U.S. educational system may not foster creative thinking. The authors' research is based on a sample of 442 undergraduate business…
Charyton, Christine; Basham, Kimberly M.; Elliott, John O.
The purpose of the research was to investigate gender similarities and differences in general creativity constructs with their preferences for creative persons. Data were collected from 247 participants (87 engineering, 24 psychology students with a psychology major, 51 psychology students with a major other than psychology, 30 English, and 55…
Conti, Regina; And Others
Assessed effectiveness of engaging students in a creative activity on a topic as a means of encouraging an active cognitive set toward learning that topic area. Creative task engagement was found to be an effective means of enhancing creativity (in the absence of evaluation expectation), intrinsic motivation, and long-term retention. (JBJ)
Chemi, Tatiana; Zhou, Chunfang
The topic of this booklet is a synthesis of relevant research in the field of creativity in higher education, with focus on creative teaching methods. By means of literature review and research findings this booklet describes a wide range of contexts and effects on student learning and developme......ment, together with teacher motivation and overall satisfaction. This booklet meets the need for renewal and creation in higher education, in order to address the challenges of the future, focusing on the benefits of teaching creatively at higher education.......The topic of this booklet is a synthesis of relevant research in the field of creativity in higher education, with focus on creative teaching methods. By means of literature review and research findings this booklet describes a wide range of contexts and effects on student learning and develop...
Santamaría, Hernando; Sánchez, Ricardo
This study was carried out to assess the relationship between character traits and creativity in a sample of students from a public university in Bogotá. A random sample of 157 students from the Universidad Nacional de Colombia. The two instruments used for measuring character traits and creativity were the International Personality Disorder Examination (IPDE) and the Abbreviated Torrance Test for Adults (ATTA). Additional information about gender, psychopathological antecedents, current academic period and academic average have been recorded. Robust regression methods have been used to analyze the relationship between creativity and character traits. Creativity and narcissistic traits were associated. In a multivariate model, other variables showing a relationship with creativity were found, i.e., male gender, mental illness family antecedents, number of academic periods completed, and a high academic average. Relationship between creativity and narcissistic traits had not been reported in previous. Longitudinal studies using more accurate scales should be undertaken to determine the validity of these findings. Copyright © 2012 Asociación Colombiana de Psiquiatría. Publicado por Elsevier España. All rights reserved.
Creative Cities are facing the big challenges due to the demographical, environmental and economic issues. In this study we considered to create the educational fieldworks inside the creative city and raise the awareness in youth about the importance of the biocultural preservations to sustain the city's creativity and sustainability. Our…
Professional practice and enterprise modules along with a graduate placement scheme prepare design and media students for employability in the creative sector.\\ud \\ud Responding to professional challenges facing graduates and UWE’s Employability Agenda, the Faculty of Creative Arts created an innovative senior academic post specialising in Employability and Creative Industry Liaison in 2007. Senior lecturer Adrienne Noonan works with Communication Design and Media courses on employability, te...
Gajfutdinova Ajgul Rafkatovna
Full Text Available Hope for the future of Russia are connected, first of all, with the preparation in the system of higher professional education of specialists, capable of active creative activity and self-realization in the complicated socio-cultural conditions. The concept of developing education dictates the necessity of the subjective position of the student in the learning process that requires development of his creative activity. The purpose of research: to develop the pedagogical conditions of development of creative activity of students in the process of learning a foreign language. The novelty of the study: Identified theoretical approaches of development of creative activity of the person, didactic features and functionality of developing technologies (brainstorming, sinektika, the method of «nominal group», the Delphi technique in the process of teaching a foreign language in a foreign education and opportunities for their use in the improvement of the national system of education. Criteria have been defined (motivational value: focus and interest in the subject matter; ability to self-organization, self-development and self-realization of creative plans; professional self-assertion and the manifestation of the personal sense of the student in a cross-cultural interaction and cognitive activity of students in mastering of educational material; manifestation of intellectual initiative, cognitive creativity, the development of creative thinking, search and research of mastering of educational material on the subject; operational activity: the development of creative abilities and skills; self-combination of well-known methods of the activity of the new, knowledge and skills to analyze and make conclusions, the acquisition of new knowledge and the experience of creative procedures (heuristic techniques, associative mechanisms, etc. and levels (low, medium, high of development of creative activity of students in the learning process. A foreign language
Vahid Morad Khah
Full Text Available Social creativity is defined as the creative methods in individuals’ interaction. The present study deals with the survey of the relationship between teacher-student interaction and social creativity in the primary school boy students. The study participants are 114 primary school boy students from the four educational districts in Shiraz who have been selected by taking advantage of multistage clustering sampling method with a basic sample class unit; and they were asked to complete the teacher-student interaction and creativity questionnaire. To determine the reliability and validity the Cronbach’s alpha and items correlation were used respectively along with their dimensions and imensions correlation with the total score. The results and evidences were indicative of the favorable validity and reliability of the questionnaire. The results obtained from the Pierson correlation coefficient showed that there is a negative and significant relationship between the dimension of responsibility and freedom with creativity. Also, the results of the regression analysis indicated that from among the dimensions of teacherstudent interaction only dimension of responsibility and freedom are negative and significant predictor of the social creativity in primary school boy students.
Rochmad; Agoestanto, A.; Kharis, M.
Critical and creative thinking give important role in learning matematics for mathematics education students. This research to explored the characteristic of critical and creative thinking of students of mathematics study program in mathematics department. Critical thinking and creative thinking can be illustrated as two sides of a coin, which one is associated to the other. In elementary linear algebra courses, however, critical thinking can be seen as a foundation to build students’ creative thinking.
Cheng, Vivian M. Y.
Infusing creativity elements into regular classroom was an important movement in recent Asian educational reforms. A large-scale research study was conducted in Hong Kong to explore the possibilities, outcomes and difficulties of this kind of curriculum change from students' perspectives. Based mainly on Western creativity literature, this study…
Gomes, Joan Julieanne Mariani
The importance of thinking and problem-solving skills, and the ability to integrate and analyze information has been recognized and yet may be lacking in schools. Creativity is inherently linked to problem finding, problem solving, and divergent thinking (Arieti, 1976; Csikszentmihalyi, 1990; Milgram, 1990). The importance of early childhood education and its role in the formation of young minds has been recognized (Caine & Caine, 1991; Montessori, 1967a, 1967b; Piaget, 1970). Early childhood education also impacts creativity (Gardner, 1999). The features of brain-based learning (Caine & Caine, 1991; Jensen, 1998; Sousa, 2001; Wolfe, 2001) have a clear connection to nurturing the creative potential in students. Intrinsic motivation and emotions affect student learning and creativity as well (Hennessey & Amabile, 1987). The purpose of this study was to discern if a creativity-focused science curriculum for the kindergarteners at a Montessori early learning center could increase creativity in students. This action research study included observations of the students in two classrooms, one using the creativity-focused science curriculum, and the other using the existing curriculum. The data collected for this interpretive study included interviews with the students, surveys and interviews with their parents and teachers, teacher observations, and the administration of Torrance's (1981) Thinking Creatively in Action and Movement (TCAM) test. The interpretation of the data indicated that the enhanced science curriculum played a role in enhancing the creativity of the children in the creativity-focused group. The results of the TCAM (Torrance, 1981) showed a significant increase in scores for the children in the creativity-focused group. The qualitative data revealed a heightened interest in science and the observation of creative traits, processes, and products in the creativity-focused group children. The implications of this study included the need for meaningful
Lee, Seung Hwan; Hoffman, K. Douglas
Based on the popular television show the "Iron Chef," an innovative marketing activity called the "Iron Inventor" is introduced. Using the creative problem-solving approach and active learning techniques, the Iron Inventor facilitates student learning pertaining to the step-by-step processes of creating a new product and…
Meyer, Grete Skjeggestad; Eilifsen, Margareth
Based on many years' work designing introductory, immersive, aesthetic experiences that lead to problem-based learning (PBL) tasks for student teachers (called "INTRO"), we problematize the concept of creativity and playfulness in Early Childhood Teacher Education (ECTE). The article reports on our analysis of students' experiences of…
Yoga Budi Bhakti
Full Text Available This research aims to understand the influence process of science skill and motivation learning with creativity learn. Data about the process of scince skill, motivation and creativity learn collected by test questioner instrument. Data analysis with regression analysis and correlation . Research shows that: There is the influence of skill process of science to the process of creativity learn with correlation coefficient r = 0.634 , there is the influence of motivation learn students to creativity learning with correlation coefficient r = 0.55, the process of science skills and motivation to study for students influence of creativity learn with correlation coefficient r = 0.935. This study concluded that skill process of science and the motivation to study student could creative learning.
Full Text Available ABSTRACT The article presents an analysis of the Creative Economy in Brazil, showing its development potential for the generation of income and employment, in order to the country's development resumption. They are initially presented concepts and features of the Creative Economy for, in sequence, to analyze the economic development profile and potential of this industry in Brazil. The empirical part introduces some methodological aspects, in continuing with the analysis of the creative chain contribution to the generation of Value Added and employment in the country, and a vision of their foreign trade.potential. Finally, the challenges to the implementation of public policies are investigated.
Green, Michael J; Myers, Kimberly; Watson, Katie; Czerwiec, M K; Shapiro, Dan; Draus, Stephanie
What is the value of having medical students engage in creative production as part of their learning? Creating something new requires medical students to take risks and even to fail--something they tend to be neither accustomed to nor comfortable with doing. "Making stuff" can help students prepare for such failures in a controlled environment that doesn't threaten their professional identities. Furthermore, doing so can facilitate students becoming resilient and creative problem-solvers who strive to find new ways to address vexing questions. Though creating something new can be fun, this is not the main outcome of interest. Rather, the principle reason we recommend devoting precious curricular time to creative endeavors is because it helps medical students become better doctors.
Marchant, M. [Cosumnes River Coll., Folsom Lake Center, CA (United States); Sesko, S.C. [Lawrence Livermore National Lab., CA (United States)
Objective was to examine the creative process, demonstrated by 5 student participants in a class at the Art Center College of Design in Pasadena CA, from the germ of the creative idea through the final creative product. The students, drawn from classes sponsored by LLNL, were assigned the problem of representing ``big`` science, as practiced at LLNL, in a graphic, artistic, or multimedia product. As a result of this study, it was discovered that the process of creativity with these students was not linear in nature, nor did it strictly follow the traditional creativity 5-step schema of preparation, incubation, insight, evaluation, and elaboration. Of particular interest were several emergent themes of the creative process: spontaneous use of metaphor to describe the Laboratory; a general lack of interest in ``school`` science or mathematics by the American art students; a well developed sense of conscience; and finally, the symbolism inherent in the repeated use of a single artistic element. This use of the circle revealed a continuity of thinking and design perhaps related to the idealistic bias mentioned above.
Full Text Available Creativity is about being sensitive to dilemmas, losses, problems, and existing errors, making propositions about and examining such issues, which finally leads to innovative findings. On the other hand, it seems that games are important in this process; since they can improve creativity of the individuals. Thus, this research pays attention to the question that whether computer games affect creativity of students at primary level in schools or not? Moreover, in this study, students of 3 main districts of Tehran municipality were studied. Based on the available data of the ministry, there were 51740 students studying in these three districts. Thus, 381 students were randomly selected as the research sample. Findings revealed that all computer games, i.e. puzzle, intellectual, and enigma, affect creativity of students at primary level in schools to different extents.
Айгуль Рафкатовна Гайфутдинова
Full Text Available Hope for the future of Russia are connected, first of all, with the preparation in the system of higher professional education of specialists, capable of active creative activity and self-realization in the complicated socio-cultural conditions. The concept of developing education dictates the necessity of the subjective position of the student in the learning process that requires development of his creative activity.The purpose of research: to develop the pedagogical conditions of development of creative activity of students in the process of learning a foreign language.The novelty of the study: Identified theoretical approaches of development of creative activity of the person, didactic features and functionality of developing technologies (brainstorming, sinektika, the method of «nominal group», theDelphitechnique in the process of teaching a foreign language in a foreign education and opportunities for their use in the improvement of the national system of education. Criteria have been defined (motivational value: focus and interest in the subject matter; ability to self-organization, self-development and self-realization of creative plans; professional self-assertion and the manifestation of the personal sense of the student in a cross-cultural interaction and cognitive activity of students in mastering of educational material; manifestation of intellectual initiative, cognitive creativity, the development of creative thinking, search and research of mastering of educational material on the subject; operational activity: the development of creative abilities and skills; self-combination of well-known methods of the activity of the new, knowledge and skills to analyze and make conclusions, the acquisition of new knowledge and the experience of creative procedures (heuristic techniques, associative mechanisms, etc. and levels (low, medium, high of development of creative activity of students in the learning process.A foreign language, with
Gilbert C. Magulod Jr.
Full Text Available The purpose of this study is to determine the congruity between the creativity styles and emotional intelligence of Filipino student teachers. Descriptive correlational research design was employed. The participants of the study were the 76 fourth year students of Bachelor in Elementary Education (BEED and Bachelor in Secondary Education (BSED in one state university in the Philippines. Data of the study were obtained using two standardized instruments relating to creativity styles and emotional intelligence. Findings of the study revealed that the student teachers espoused themselves to have high creative capacity while they assessed themselves to have high creativity styles along belief in unconscious processes, use of techniques, use of other people and final product orientation. With regards to their emotional intelligence, they assessed themselves to have high attributes on self-awareness, management of emotions, self-motivation, empathy and social skills. Significantly, this study also revealed that gender, birth order, course and scholastic standing in high school spelled differences on the creativity styles of Filipino student teachers. Moreover, test of difference also showed that scholastic standing in high school and family income defined differences along emotional intelligence. Finally, it was also revealed in the study that there is a significant relationship between creativity styles and emotional intelligence of Filipino student teachers. Implications of the congruity between emotional intelligence and creativity styles would help Teacher Education Institutions (TEIs to implement curriculum enhancement which is vital to the preparation of twenty-first century teachers.
Full Text Available This study aims to realize dance as a real product of a dance education process. The product is packaged in a form of audio-visual as well as a scientific publication. As the benefit from this study, the product can be used by school and specifically by dance teacher as a guidance in conducting dance lesson at school. The study on the model of creativity education through the creation is being understood as a form of developmental research. As a developmental research, the research plan is initiated by analyzing the teaching material related to dance lesson, and relate it to the creativity education which has to be accomplished through dance lesson, specifically for Junior High School students. The study will be continued with theoretical/ conceptual analysis and observation which is related to creativity education through the dance creation. In the end of this study, model of creativity education through dance creation is produced, particularly for students of Junior High School level. Results of the study show that, in doing creativity activity through dance creation, the value of the dance as an art is not become the primary aim. Moreover, the main aim of this process is towards the creativity process itself. While producing and creating the dance, two major educational points are derived, which are: the creativity and product value in a form of dance. Based on background of the idea, through this pilot project, the creativity of creating dance for public schools students, especially Junior High School, is possible to be done and used as a dance creativity learning model in Junior High School. Two suggestions are formulated in this study: (1 it is suggested for dance teachers in public schools, in this context is Junior High School teachers, to set their teaching and learning process into the creativity education as it is implied in curriculum. (2 In order to achieve the creativity education itself, the dance creation as one of art subject
Perez-Fabello, Maria Jose; Campos, Alfredo
The current research was designed to assess the influence of dissociative experiences and creative imagination on the artistic production of Fine Arts students of the University of Vigo (Spain). The sample consisted of 81 students who were administered the Creative Imagination Scale and The Dissociative Experiences Scale. To measure artistic…
Ocak, Gürbüz; Erşen, Zeynep Bahar
The aim of this study is to present the views of 6th grade students about the creative drama method, after the method was used for teaching of “volume of prisms” subject. The study group of this research was selected among volunteers from a math lesson in which creative drama method is used and consists of 19 students, 9 of which are female and 10 of which are male. In order to determine the views of the students group related with creative drama method in detail, focus group discussions were...
Senda, Shinkoh; Yamamoto, Koji; Fukumori, Tutom; Matsuura, Hideo; Sato, Kazuo
We have developed a new type of handcraft exercise program that aims to stimulate student's creativity on the way of design and fabrication of the subject machines. Conventional handicraft exercise program used to aim at letting students learn procedures of machining operation in accordance with a designated manual. Students having experienced our conventional exercise did not fully satisfied at those programs because of the lack in a room for their idea and creativity. Authors, a group of both technical and academic staffs, have developed and started the new type of program since 2003 at the Creation Plaza in Nagoya University. Developed program is classified into grades according to the difference in technical contents required for students.
Suyitno, A.; Suyitno, H.; Rochmad; Dwijanto
Mathematical creativity is the essence of learning in mathematics. However, mathematical creativity had not yet grown among students. Means there was a gap between needs and reality. This gap must be bridged through by scientific studies, and there were novelty findings, namely the discovery of stages to cultivate of Mathematical Creativity. The problem formulation: How to use of open-ended problems as the basis for the mathematical creativity growth disclosure of student? The goal was to use of open issues as the basis for the mathematical creativity growth disclosure of student. Research method with a qualitative approach. After data was collected then activity in data analysis, include data reduction, data presentation, data interpretation, and conclusion/verification. The results of the research: After the learning by applying the modification of RTTW learning model, then the students were trained to do the open-ended problems and by looking at the UTS and UAS values then qualitatively the results: (1) There was a significant increase of the student's final score. (2) The category of the growth of mathematical creativity of students, the Very Good there were three students, the Good there were six students, There were 17 students, and there were six students. The validation of these results was reinforced by interviews and triangulation. (3) Stage to cultivate mathematical creativity: lecturers should need to provide inputs on student work; Apply an appropriate learning model, and train students to work on the continuing problems.
Full Text Available Educating students for higher-order thinking provides them with tools that turn them into more critical thinkers. This supports them in overcoming life problems that they encounter, as well as becoming an integral part of the society. This students’ education is attended to by educational organisations that emphasise the positive consequences of educating students for higher-order thinking, including creative thinking. One way to do that is through educational programmes that educate for higher-order thinking. One such programme is the Cognitive Research Trust (CoRT thinking programme. The present research intended to examine the effect of the participation of Grade 6 students in a CoRT programme on their creative thinking. Fifty-three students participated in the research; 27 participated in a CoRT programme, while 26 did not participate in such programme. The ANCOVA test showed that the students who participated in the CoRT programme outperformed significantly, in creative thinking, the students who did not. Moreover, the students in the CoRT programme whose achievement scores were between 86 and 100 outperformed significantly the other achievement groups of students. Furthermore, students with reported high ability outperformed significantly the other ability groups of students. The results did not show statistically significant differences in students’ creativity attributed to gender.
Seyedeh Edna Khalilinezhad; Ahmad Shahvarani; Mohamadreza Mardanbeigi
Nowadays, flowering of student creativity is one of the most important purposes of education. But in our country, due to the fact that creativity is effected by environmental conditions and factors, it is barely investigated, reviewed, and accurately programmed. For these reasons, the aim of the present study was to identify and removal the four group of the creativity barriers, and investigate their effect on students' learning and creativity growth in math. This research is of an applied ty...
Foster, Jamie S; Lemus, Judith D
Scientific inquiry represents a multifaceted approach to explore and understand the natural world. Training students in the principles of scientific inquiry can help promote the scientific learning process as well as help students enhance their understanding of scientific research. Here, we report on the development and implementation of a learning module that introduces astrobiology students to the concepts of creative and scientific inquiry, as well as provide practical exercises to build critical thinking skills. The module contained three distinct components: (1) a creative inquiry activity designed to introduce concepts regarding the role of creativity in scientific inquiry; (2) guidelines to help astrobiology students formulate and self-assess questions regarding various scientific content and imagery; and (3) a practical exercise where students were allowed to watch a scientific presentation and practice their analytical skills. Pre- and post-course surveys were used to assess the students' perceptions regarding creative and scientific inquiry and whether this activity impacted their understanding of the scientific process. Survey results indicate that the exercise helped improve students' science skills by promoting awareness regarding the role of creativity in scientific inquiry and building their confidence in formulating and assessing scientific questions. Together, the module and survey results confirm the need to include such inquiry-based activities into the higher education classroom, thereby helping students hone their critical thinking and question asking skill set and facilitating their professional development in astrobiology.
Chan, Zenobia C Y
This systematic review aimed to identify the types of nursing course structure that promotes students' creative thinking and creativity. Systematic review. Five electronic databases: The British Nursing Index, CINAHL, PsycINFO, Scopus and Ovid Medline. The databases were systematically searched to identify studies that discussed the concept of creative thinking in nursing education or reported a strategy that improved students' creative thinking. Qualitative studies or studies that included qualitative data were included. After reading the full content of the included studies, key themes and concepts were extracted and synthesized. Eight studies were identified. Four main themes relating to the course structure in teaching creativity were developed: diversity learning, freedom to learn, learning with confidence and learning through group work. To promote creative thinking in nursing students, educators themselves need to be creative in designing courses that allow students to learn actively and convert thoughts into actions. Educators should balance course freedom and guidance to allow students to develop constructive and useful ideas. Confidence and group work may play significant roles in helping students to express themselves and think creatively. Copyright © 2012 Elsevier Ltd. All rights reserved.
O'Connell, Timothy S.; Dyment, Janet E.; Smith, Heidi A.
This paper explores the intersection of reflection, journal writing and creativity. Undergraduate students who participated in a residential field camp were required to keep a creative reflective journal to demonstrate their theoretical and practical understandings of their experience. This study reports on the content analysis of 42 student…
Peng, Shu-Ling; Cherng, Biing-Lin; Chen, Hsueh-Chih
Previous studies have indicated that situational factors can influence students' creativity. However, no studies have specifically examined the relationship between classroom goal structures and student creativity during real classroom activities. For this study, we recruited 232 seventh-grade students from Taipei City and randomly divided them…
Kaufman, James C
Nurturing Creativity in the Classroom is a groundbreaking collection of essays by leading scholars, who examine and respond to the tension that many educators face in valuing student creativity but believing that they cannot support it given the curricular constraints of the classroom. Is it possible for teachers to nurture creative development and expression without drifting into curricular chaos? Do curricular constraints necessarily lead to choosing conformity over creativity? This book combines the perspectives of top educators and psychologists to generate practical advice for considering and addressing the challenges of supporting creativity within the classroom. It is unique in its balance of practical recommendations for nurturing creativity and thoughtful appreciation of curricular constraints. This approach helps ensure that the insights and advice found in this collection will take root in educators’ practice, rather than being construed as yet another demand placed on their overflowing plate of ...
M. Qamar Saleem
Full Text Available Psychologists and educators throughout the world paid attention to creativity and creative thinking. The routine type of tasks in the school appears to be very simple and uninteresting to the creative students. Atmosphere of some schools is conducive for the development of creative potential. Whereas the atmosphere of many schools comes in the way of its development. Children prefer to learn in creative ways rather than just memorizing information provided by a teacher or parents. It is generally assumed that Children are highly creative, with vivid imaginations, and that they learn by exploring, risking, manipulating, testing, and modifying ideas. Language allows children to talk to each other and to write their thoughts and ideas and mother tongue is the most important and comprehensive medium for expression. Self-expression in reading, writing and speech; reading of suitable general books of high quality with interest rather than concentration on textbooks: approach to literature as a source of joy and inspiration rather killjoy drill in grammar and vocabulary. Children learn to connect individual words with objects, ideas, and actions. In the process, they write their thoughts and ideas in very creative ways. The researcher took this study to know the written potential of Urdu medium students. In this paper, The researcher emphasized that Urdu speaking children are not less than children of any other language. The only problem is less opportunities for them. The Researcher found that Urdu medium students are naughty, distracted, disturbed due to various reasons but at the same time they are highly creative in writing.
Dewanto, W. K.; Agustianto, K.; Sari, B. E.
Vocational students must have practical skills in accordance with the purpose of vocational school that creating the skilled graduates according to their field. Graduates of vocational education are required not just as users, but be able to create. Thus requiring critical and creative thinking skills to assist students in generating ideas, analyzing and creating a product of value. Based on this, then this research aims to develop a system to know the level of ability to think critically and creative students, that resulted students can do self-reflection in improving the ability to think critically and creatively as a supporter of practical ability. The system testing using Naïve Bayes Correlation shown an average accuracy of 93.617% in assessing the students’ critical and creative thinking ability. By using modeling with this system will be known level of students’ critical and creative thinking ability, then the output of the system is used to determine the type of innovation in the learning process to improve the critical and creative thinking skills to support the practical skills of students as skilled vocational students.
Elton-Chalcraft, Sally; Mills, Kären
"It was the funnest week in the whole history of funnest weeks": our case study, the second phase in a three-phase research project, evaluates the successes and limitations of creative teaching and learning during the "The Creative and Effective Curriculum" module for PGCE primary student teachers which includes a one-week…
Wahyu, Wawan; Kurnia, Eli, Rohaeni Nur
The aim of this study is to obtain information about the using Problem-based Learning (PBL) to improve students' creative thinking skills on water purification. The research adopted quasi-experimental method with one group pre-test-post-test design, involving 31students of class XI in one SMK in Cimahi as the subjects of study. The students were divided into three groups categories: high, medium, and low based on the average grades of daily tests. The used instruments in this study were essay, observation sheet, questionnaire (Likert scale), and interview sheet Aspects of creative thinking skills are developed including: fluency, flexibility, originality, detailing (elaborative), and judging (evaluative). To identify the improvement of students' creative thinking skills on water purification, "normalized gain" or of the pre-test and post-test scores was calculated. The results showed that PBL can enhance students' creative thinking skills by means high category (percentage of = 70.12%). This nformation can be used as an input to teachers in the school and teacher education programs.
Tan, Liang See; Lee, Shu Shing; Ponnusamy, Letchmi Devi; Koh, Elizabeth Ruilin; Tan, Keith Chiu Kian
Researchers have argued for the importance of the classroom context in developing students' creative potential. However, the emphasis on a performative learning culture in the classroom does not favour creativity. Thus, how creative potential can be realised as one of the educational goals in the classrooms remains a key question. This study…
Bitz, Michael; Emejulu, Obiajulu
This article is an international reflection on literacy, creativity, and student engagement. The authors collaborated to help Nigerian youths and their teachers develop, design, and share original comic books. By leveraging student engagement for literacy learning, the authors highlighted the crucial role of creativity in the classroom. The…
Merritt, Timothy; Nørgaard, Mie
This paper presents our experiences introducing, developing, and teaching master and bachelor level design courses at a Danish computer science faculty with the central aims of fostering creativity and maturing the students’ abilities to engage in professional discussions about design and design...... choices. Reflections on our efforts in previous courses provide examples of didactic choices we have made to facilitate the meeting of these goals including iterative experimentation, experience prototyping, and a host of sketching techniques. In the second part of the paper, we reflect on a new seven......-week master’s course focused on the design of shape changing interfaces in the form of a chronological journey description focused on the progress and challenges for teachers and students. Conclusions in the form of lessons learned and future refinements are provided, which may be of interest to others who...
Full Text Available This study aimed to help determine what the typology of math creative problem-solving is. Different from studies that have discussed the threshold effect between creativity and intelligence, this research investigated the threshold effect between creativity and other attributes. The typology of the math creative problem-solving abilities of 409 fifth- and sixth-grade Taiwanese students was identified and compared in this study. A Creative Problem-Solving Attribute Instrument was devised for this study, with the aim of measuring students’ perceptions on their motivation, knowledge, and skills, both in general and in specific domains. Divergent and convergent thinking were also measured. Cluster analyses yielded three creative problem-solving typologies: High, Medium, and Low. The High Attribute group scored significantly higher in the Math Creative Problem-Solving Ability Test than did the Medium Attribute and Low Attribute groups. The results suggest a threshold effect from several attributes—divergent thinking, convergent thinking, motivation, general knowledge and skills, domain-specific knowledge and skills, and environment—on students’ creative problem-solving abilities. Balanced development of attributes may be an important consideration in nurturing creativity in children.
SF. Luthfie Arguby Purnomo
Full Text Available This paper, first of three research parts, attempts to describe the challenges English Letters at IAIN (Institut Agama Islam Negeri/State Islamic Institute Surakarta faced in implementing gamification for technopreneurial purposes in regard to the transformation of a creative writing class into a ludic writing class, a gamification infused writing class. The challenges revealed are story-game script adaptation, integration portion, and monetization. Specific problems occur on each challenge. Story-game script adaptation exposes three problems namely (1 conditional branching system (2 visualization (3 copyrighted material issues (4 and writing mechanics adaptation. Integration portion challenge displays a problem on the insufficient alloted time for gamifying the creative writing class. Monetization challenge indicates three problems namely (1 the inexistence of monetization team, (2 the inexistence of institutional regulation for monetization management by study programs, (3 responses to gaming trends. Responding to these problems, solutions specifically designed based on the nature of the problems are implemented.
Brinkman, David J.
This article provides a brief review of generally accepted ideas about creativity, followed by examples of music teachers teaching creatively and teaching their students to be more creative. Implications for teacher education and policy recommendations for music education are discussed.
Kyunghwa, Lee; Hyejin, Yang
The purpose of this study was to understand cultural differences and similarities in children's creative characteristics in Korea and Australia. In this cross-cultural research, the Integrative Creativity Test (K-ICT, ) with identified validity and reliability for measuring elementary school students' creative ability and creative personality,…
Full Text Available The article explores some of the effects of a creative meditation centered on a natural element (fire on different aspects of cognitive functioning, commonly associated with well-being, either positively (self-esteem, or negatively (automatic negative thinking and thought suppression. The results showed that while self-esteem improves after the creative meditation, automatic negative thinking and thought suppression do not decrease significantly. The conclusion is that the creative meditation helps in getting in touch with Self, supporting a healthy self-esteem when taking into consideration the social standards, but this also means accepting both positive and negative aspects of self, including the automatic negative thinking and thought suppression. This recommends the technique as a useful tool for psychotherapeutic and personal development use, as the vulnerabilities may become the focus without unnecessary self-blame, but with an intuitive solution in mind to turn them into personal resources.
Creativity and marketing imagination are essential core competencies for marketers. Therefore, higher marketing education emphasizes creativity in several ways. However, assessing creativity and creative problem solving is challenging and tools for this purpose have not been developed in the context of marketing education. To address this gap, we…
Sanchez, Oscar; Martin-Brufau, Ramon; Mendez, Francisco Xavier; Corbalan, Francisco Javier; Liminana, Rosa Maria
Introduction: This study examines the protective effects of variables of dispositional optimism and creativity with respect to measurements of psychopathology or psychological distress. Method: A total of 113 university students from different degree programs participated in the research. Measures of creativity (CREA), optimism (LOT-R) and…
Onarheim, Balder; Friis-Olivarius, Morten
This article investigates how neuroscience in general, and neuroscience of creativity in particular, can be used in teaching "applied creativity" and the usefulness of this approach to creativity training. The article is based on empirical data and our experiences from the Applied Neuro...... in the ANC program is that the conceptualization of creativity is built on neuroscience, and a crucial aspect of the course is giving the students a thorough understanding of the neuroscience of creativity. Previous studies have reported that the conceptualization of creativity used in such training...... is of major importance for the success of the training, and we believe that the neuroscience of creativity offers a novel conceptualization for creativity training. Here we present pre/post-training tests showing that ANC students gained more fluency in divergent thinking (a traditional measure of trait...
Full Text Available Considered the problem of organizing the independent work of students in preparing for occupations in the process of what happens systematization of knowledge, and to activate the creative work of students, develops the ability to use ICT in science. The technique of lectures in the form of analysis of the material presented in lecture notes, and developing dynamically changeable lecture material to promote the interest, activity and independence of students with learning it.
The study adopted a quasi-experimental design using a pre-test, post-test control design in order to investigate the entrepreneurial skills and creative abilities of secondary school students in Physics. The study was carried out in Obio/Akpo Local Government Area of Rivers State of Nigeria, using purposive sampling ...
Stanzione, Christopher M.; Perez, Susan M.; Lederberg, Amy R.
To address the paucity of current research on the development of creativity in deaf students, and to extend existing research to adolescents, the present study investigated divergent thinking, a method of assessing creativity, in both deaf and hearing adolescents. We assessed divergent thinking in two domains, figural and verbal, while also…
Full Text Available Even though interest in embedding creativity into tertiary curricula has grown internationally, little scholarship exists about implementation strategies or the efficacy of linking creativity pedagogies to first-year experience programs. This practice report describes how Suffolk University in Boston, Massachusetts, inserted a new creativity requirement for first-year students as a part of curriculum reform in the College of Arts and Sciences and in the Sawyer Business School in spite of considerable resistance. It will demonstrate the uniqueness of the approach and suggest anticipated outcomes in advance of a comprehensive assessment process now underway.
Tohir, M.; Abidin, Z.; Dafik; Hobri
Arithmetics is one of the topics in Mathematics, which deals with logic and detailed process upon generalizing formula. Creativity and flexibility are needed in generalizing formula of arithmetics series. This research aimed at analyzing students creative thinking skills in generalizing arithmetic series. The triangulation method and research-based learning was used in this research. The subjects were students of the Master Program of Mathematics Education in Faculty of Teacher Training and Education at Jember University. The data was collected by giving assignments to the students. The data collection was done by giving open problem-solving task and documentation study to the students to arrange generalization pattern based on the dependent function formula i and the function depend on i and j. Then, the students finished the next problem-solving task to construct arithmetic generalization patterns based on the function formula which depends on i and i + n and the sum formula of functions dependent on i and j of the arithmetic compiled. The data analysis techniques operative in this study was Miles and Huberman analysis model. Based on the result of data analysis on task 1, the levels of students creative thinking skill were classified as follows; 22,22% of the students categorized as “not creative” 38.89% of the students categorized as “less creative” category; 22.22% of the students categorized as “sufficiently creative” and 16.67% of the students categorized as “creative”. By contrast, the results of data analysis on task 2 found that the levels of students creative thinking skills were classified as follows; 22.22% of the students categorized as “sufficiently creative”, 44.44% of the students categorized as “creative” and 33.33% of the students categorized as “very creative”. This analysis result can set the basis for teaching references and actualizing a better teaching model in order to increase students creative thinking skills.
Kornilov, Sergey A.; Kornilova, Tatiana V.; Grigorenko, Elena L.
Unlike intelligence, creativity has rarely been investigated from the standpoint of cross-cultural invariance of the structure of the instruments used to measure it. In the study reported in this article, we investigated the cross-cultural invariance of expert ratings of creative stories written by undergraduate students from the Russian…
Ejersbo, Lisser Rye
as a creative subject. How do they understand creativity and how do they realize it in practice? And what makes mathematics a creative subject? Is it the task, the way it is performed or the relationship between teacher and students? The crucial difference between different classrooms seems to be the ways......The ministerial objectives for mathematics education in the Danish Folkeskole (grades K-ten) state that students will learn that mathematics is both a tool for problem-solving and a creative subject. In this article, I explore how teachers in Denmark meet the challenge of teaching mathematics....... The discussion will focus on how to make mathematics a creative subject....
Luria, Sarah R; O'Brien, Rebecca L; Kaufman, James C
Many federal definitions and popular theories of giftedness specify creativity as a core component. Nevertheless, states rely primarily on measures of intelligence for giftedness identification. As minority and culturally diverse students continue to be underrepresented in gifted programs, it is reasonable to ask if increasing the prominence of creativity in gifted identification may help increase balance and equity. In this paper, we explore both layperson and psychometric conceptions of bias and suggest that adding creativity measures to the identification process alleviates both perceptions and the presence of bias. We recognize, however, the logistic and measurement-related challenges to including creativity assessments. © 2016 New York Academy of Sciences.
Li, Lei; Guo, Rong
Student engagement has become a big challenge in higher education, especially when distance learning is getting more and more popular. Guest lecturing is a popular method to bring relevance to the classroom and engage in students. Ground on the theory of constructivism, this paper introduces a student-centered guest lecturing that allows students…
Suyitno, Hardi; Suyitno, Amin
21st century is predicted as the century with rapid development in all aspects of life. People require creative and innovative character to exist. Specifically, mathematics has been given to students from the kindergarten until the middle school. Thus, building character through mathematics should begin since the early age. The problem is how to build creative and innovative character through mathematics education? The goal expected from this question is to build innovative and creative characters to face the challenges of the 21st century. This article discusses the values of mathematics, the values in mathematics education, innovative and creative character, and the integration of these values in teaching mathematics that support the innovative and creative character building, and applying the values in structurely programmed, measurable, and applicable learning activities.
Shoimah, R. N.; Lukito, A.; Siswono, T. Y. E.
This research purposed to describe the elementary students’ creativity with reflective and impulsive cognitive style in solving geometric problems. This research used qualitative research methods. The data was collected by written tests and task-based interviews. The subjects consisted of two 5th grade students that were measured by MFFT (Matching Familiar Figures Test). The data were analyzed based on the three main components of creativity; that is fluency, flexibility, and novelty. This results showed that subject with reflective cognitive style in solving geometric problems met all components of creativity (fluency; subject generated more than three different right-ideas in solving problems, flexibility; subject generated more than two different ways to get problem solved, and novelty; subject generated new ideas and new ways that original and has never been used before). While subject with impulsive cognitive style in solving geometric problems met two components of creativity (fluency; subject generated more than three different right-ideas in solving problems, flexibility; subject generated two different ways to get problem solved). Thus, it could be concluded that reflective students are more creative in solving geometric problems. The results of this research can also be used as a guideline in the future assessment of creativity based on cognitive style.
Sugiyanto, Pribadi, Supriyanto, Bambang
The purpose of this study was to investigate the effectiveness of Creative & Productive instructional method compared with conventional method. This research was a quasi-experimental study involving all Civil Engineering students at Universitas Negeri Malang who were taking a course of Steel Structure. The students were randomly assigned to two different treatment groups, 30 students in experimental group and 37 students in the control group. It was assumed that these groups were equal in all relevant aspects; they differed only in the treatment administered. We used the t-test to test the hypothesis. The results of this research suggest that: (l) the use of Creative & Productive instructional method can significantly improve students' learning achievement, (2) the use of Creative & Productive instructional method can significantly improve students' retention, (3) students' motivation has a significant effect on their learning achievement, and (4) students' motivation has a significant effect on their retention.
Creativity is not formed by itself but it is influenced by some others factors. Creativity is a . person’s ability to create / generate an idea embodied in the form of a product to solve problems which is accepted socially, spiritually, artificially, scientifically, and technologically. Learning media is a means of communication to deliver learning materials. There are three kinds of learning media produced by students such as books story, playdough, and the utilization of inorganic waste. The focus of this research is to know the students’ creativity in producing learnning media to understand an Abstract material especially on topic of cell organelles of animal and plant cell. Data analysis is using two ways that calculate the score of mastery in terms of concepts and creativity. The results showed the score of students’ understanding was increasing from 15 (average score of pre-test) to 31.1 (average score of post-test). It was categorized into three level, that are, high level with 21.4% of participants, medium with 64.3%, and low with 14.3%). Seven groups of students make learning media made of waste, playdough, and waste made in story form. The assessment of creativity involved four aspects, namely, color combinations, stringing, tidiness, and make (the accuracy of the concept with the form). Thus, it can be argued that self-created learning media helps in understanding the Abstract concepts of cell organelles.
Olatoye, R. Ademola; Akintunde, S. O.; Yakasai, M. I.
Introduction: This study investigated the extent to which the level of creativity and emotional intelligence influenced the level of academic achievement of Higher National Diploma HND business administration students of Polytechnics in the South Western States of Nigeria. Method: Three instruments; Student Cumulative Grade Point (CGPA)…
Cho, Younsoon; Chung, Hye Young; Choi, Kyoulee; Seo, Choyoung; Baek, Eunjoo
This research explores the emergence of student creativity in classroom settings, specifically within two content areas: science and social studies. Fourteen classrooms in three elementary schools in Korea were observed, and the teachers and students were interviewed. The three types of student creativity emerging in the teaching and learning…
Nurdyani, F.; Slamet, I.; Sujadi, I.
This research was conducted in order to describe the creative thinking level of students with high capability in relations and functions with Problem Based Learning. The subjects of the research were students with high capability grade VIII at SMPIT Ibnu Abbas Klaten. This research is an qualitative descriptive research. The data were collected using observation, tests and interviews. The result showed that the creative thinking level of students with high capability in relations and functions by Problem Based Learning was at level 4 or very creative because students were able to demonstrate fluency, flexibility, and novelty.
Onarheim, Balder; Friis-Olivarius, Morten
This article investigates how neuroscience in general, and neuroscience of creativity in particular, can be used in teaching “applied creativity” and the usefulness of this approach to creativity training. The article is based on empirical data and our experiences from the Applied NeuroCreativity (ANC) program, taught at business schools in Denmark and Canada. In line with previous studies of successful creativity training programs the ANC participants are first introduced to cognitive concepts of creativity, before applying these concepts to a relevant real world creative problem. The novelty in the ANC program is that the conceptualization of creativity is built on neuroscience, and a crucial aspect of the course is giving the students a thorough understanding of the neuroscience of creativity. Previous studies have reported that the conceptualization of creativity used in such training is of major importance for the success of the training, and we believe that the neuroscience of creativity offers a novel conceptualization for creativity training. Here we present pre/post-training tests showing that ANC students gained more fluency in divergent thinking (a traditional measure of trait creativity) than those in highly similar courses without the neuroscience component, suggesting that principles from neuroscience can contribute effectively to creativity training and produce measurable results on creativity tests. The evidence presented indicates that the inclusion of neuroscience principles in a creativity course can in 8 weeks increase divergent thinking skills with an individual relative average of 28.5%. PMID:24137120
Ku, Ya-Lie; Kuo, Chien-Lin
The purpose of this study was to develop a framework of creative thinking teaching mode for RN-BSN students on the basis of the creative process of clinical nurses in Taiwan. Purposive samples have earned creativity awards recruited from the medical, surgical, maternity, paediatric, community and psychiatric departments in Taiwan. Semi-structured…
Brodin, Eva M.
Critical and creative thinking constitute important learning outcomes at doctoral level across the world. While the literature on doctoral education illuminates this matter through the lens of experienced senior researchers, the doctoral students' own perspective is missing. Based upon interviews with 14 doctoral students from four disciplines at…
Full Text Available This article investigates how neuroscience in general, and neuroscience of creativity in particular, can be used in teaching 'applied creativity' and the usefulness of this approach to creativity training. The article is based on empirical data and our experiences from the Applied NeuroCreativity (ANC program, taught at business schools in Denmark and Canada. In line with previous studies of successful creativity training programs the ANC participants are first introduced to cognitive concepts of creativity, before applying these concepts to a relevant real world creative problem. The novelty in the ANC program is that the conceptualization of creativity is built on neuroscience, and a crucial aspect of the course is giving the students a thorough understanding of the neuroscience of creativity. Previous studies have reported that the conceptualization of creativity used in such training is of major importance for the success of the training, and we believe that the neuroscience of creativity offers a novel conceptualization for creativity training. Here we present two sets of empirical data, suggesting that principles from neuroscience can contribute effectively to creativity training and produce measurable results on creativity tests: 1 an experiment demonstrating how an ANC lecture on the neurobiology of creativity significantly decreased the number of fixations in a creative task, 2 pre/post-training tests showing that ANC students gained more fluency in divergent thinking (a traditional measure of trait creativity than those in highly similar courses without the neuroscience component. The evidence presented indicates that the inclusion of neuroscience principles in a creativity course can in 8 weeks increase divergent thinking skills with an individual relative average of 28.5%.
Duhamel, Karen V
The purpose of this paper is to explore empirical findings of five studies related to graduate-level nurse educators' and nursing students' perceptions about the roles of creativity and creative problem-solving in traditional and innovative pedagogies, and examines conceptual differences in the value of creativity from teacher and student viewpoints. Five peer-reviewed scholarly articles; professional nursing organizations; conceptual frameworks of noted scholars specializing in creativity and creative problem-solving; business-related sources; primary and secondary sources of esteemed nurse scholars. Quantitative and qualitative studies were examined that used a variety of methodologies, including surveys, focus groups, 1:1 interviews, and convenience sampling of both nursing and non-nursing college students and faculty. Innovative teaching strategies supported student creativity and creative problem-solving development. Teacher personality traits and teaching styles receptive to students' needs led to greater student success in creative development. Adequate time allocation and perceived usefulness of creativity and creative problem-solving by graduate-level nurse educators must be reflected in classroom activities and course design. Findings indicated conservative teaching norms, evident in graduate nursing education today, should be revised to promote creativity and creative problem-solving development in graduate-level nursing students for best practice outcomes. Copyright © 2016 Elsevier Ltd. All rights reserved.
Zascerinska, Jelena; Aleksejeva, Ludmila
Introduction: The modern issues of global developmental trends require contemporary police officers to become more cognizant and more responsive to the emerging needs of human safety in the constantly changing environment. Education provides student police officers with the appropriate skills and competences for innovation based on creativity.…
Sanz de Acedo Baquedano, María Teresa; Sanz de Acedo Lizarraga, María Luisa
The goals of this study were to examine the relationship between creativity and personality, to identify what personality variables better predict creativity, and to determine whether significant differences exist among them in relation to gender. The research was conducted with a sample of 87 students at the Universidad Pública de Navarra, Spain. We administered the Creative Intelligence Test (CREA), which provides a cognitive measure for creativity and the Situational Personality Questionnaire (SPQ), which is composed of 15 personality features. Positive and significant correlations between creativity and independence, cognitive control, and tolerance personality scales were found. Negative and significant correlations between creativity and anxious, dominant, and aggressive personalities were also found. Moreover, four personality variables that positively predicted creativity (efficacy, independence, cognitive control, and integrity-honesty) and another four that negatively predicted creativity (emotional stability, anxiety, dominance, and leadership) were identified. The results did not show significant differences in creativity and personality in relation to gender, except in self-concept and in social adjustment. In conclusion, the results from this study can potentially be used to expand the types of features that support creative personalities.
Full Text Available Designing creative learning environments involves not only facilitating student creativity, but also modeling creative pedagogical practice. In this paper we explore the implementation of a framework for designing creative learning environments using mobile social media as a catalyst for redefining both lecturer pedagogical practice, as well as redesigning the curriculum around student generated m-portfolios.
Piske, Fernanda Hellen Ribeiro; Stoltz, Tania; Guérios, Ettiène; de Freitas, Samarah Perszel
This study aims to highlight the importance of creativity in education of gifted children. Gifted students are generally individuals that talk with uncertainty because they are always looking for solutions and discoveries for their varied researches in their area of interest. These students need educational practices that develop creativity and…
Phillips, Regina Miecznikoski
Faculty are constantly challenged to find interesting classroom activities to teach nursing content and engage students in learning. Nursing students and graduates need to use research skills and evidence-based practice as part of their professional care. Finding creative and engaging ways to teach this material in undergraduate nursing programs are essential. This article outlines several successful strategies to engage nursing students in research content in the time and space constraints of the classroom.
This study aims to explore the meaning of the concept of creativity from the perspective of student teachers pursuing a one year teacher training course following their first degree. Seventeen student teachers following a specialist music teaching route in secondary education were selected as the sample for this study to offer their understanding…
Fletcher, Tina Sue
Spurred on by explosive technological developments and unprecedented access to information, leaders in the fields of business, industry, and education are all calling for creative, innovative workers. In an atmosphere of high-stakes testing and global competitiveness, educators around the world are examining their teaching methods to determine…
Sørensen, Jannick Kirk
The ERASMUS+ project “OnCreate” aims at improving online mediated creative collaboration among students. But what are the differences between collaboration online and in a face-to-face setting in terms of creative processes? Theories on media richness and collaborative creativity can provide...... the creative dialogues developed through a very constrained communicative environment. The participants could only communicate their creative ideas by placing standard LEGO bricks on a plate. No talking or any other communication was allowed. The game used in the experiment is an adoption of the so...
Full Text Available Student-centered education system is seen as the most perspective didactic paradigm of future teachers’ training which directs institutes of higher education of our country towards the convergence with education system of Europe. Student-centered European education system shifts the focus at the educational process organization to the active didactic management and control, as well as the quality evaluation of future teachers’ independent work. It implies their active educational activities requiring substitution of monological presentation of teaching material in the form of informational lecture at its understanding at the form of pedagogics of creative cooperation and dialogue with teachers.
Full Text Available Regional knowledge coordination and the systematic promotion of rural culture using a combination of ecological advantages and environmental education are emerging topics in discussions on entrepreneurship. Considering that both creativity and social capital are critical factors for developing touristic activities, this study investigated their influences on the entrepreneurial intentions of tourism students in a metropolitan area, with the objective of contributing towards talent development in touristic entrepreneurship. A survey was administered at one university in Taiwan, and 213 valid subjects were analysed. The results first revealed that tourism students’ creativity was divided into two dimensions, namely originality and usefulness; that social capital could be categorised as being either bridging or bonding; and that entrepreneurial intention was divided into conviction and preparation. The results indicated that tourism students with higher levels of creativity showed stronger entrepreneurial intentions. The usefulness of creativity had a stronger influence on entrepreneurial conviction than on entrepreneurial preparation. In addition, bridgingbased social capital had a significant influence on the entrepreneurial conviction of tourism students. The results of this study may serve as a reference for tourism administrators in the development of strategies for human resources management, particularly in personnel selection and training.
Autry, Linda L.; Walker, Mary E.
The authors conducted a qualitative study on the use of artistic representation to promote students' creativity and enhance their ability to self-reflect. The researchers used self-reflection articles about artistic representation and responses to a questionnaire at the end of the semester. Three overarching themes, as seen through the lens of the…
Rankin, Jean; Brown, Val
Traditional ways of teaching in Higher Education are enhanced with adult-based approaches to learning within the curriculum. Adult-based learning enables students to take ownership of their own learning, working in independence using a holistic approach. Introducing creative activities promotes students to think in alternative ways to the traditional learning models. The study aimed to explore student midwives perceptions of a creative teaching method as a learning strategy. A qualitative design was used adopting a phenomenological approach to gain the lived experience of students within this learning culture. Purposive sampling was used to recruit student midwives (n=30). Individual interviews were conducted using semi-structured interviews with open-ended questions to gain subjective information. Data were transcribed and analyzed into useful and meaningful themes and emerging themes using Colaizzi's framework for analyzing qualitative data in a logical and systematic way. Over 500 meaningful statements were identified from the transcripts. Three key themes strongly emerged from the transcriptions. These included'meaningful learning','inspired to learn and achieve', and 'being connected'. A deep meaningful learning experience was found to be authentic in the context of theory and practice. Students were inspired to learn and achieve and positively highlighted the safe learning environment. The abilities of the facilitators were viewed positively in supporting student learning. This approach strengthened the relationships and social engagement with others in the peer group and the facilitators. On a less positive note, tensions and conflict were noted in group work and indirect negative comments about the approach from the teaching team. Incorporating creative teaching activities is a positive addition to the healthcare curriculum. Creativity is clearly an asset to the range of contemporary learning strategies. In doing so, higher education will continue to keep
Azlina, N.; Amin, S. M.; Lukito, A.
This study aims at describing the creativity of elementary school students with different cognitive styles in mathematical problem-posing. The posed problems were assessed based on three components of creativity, namely fluency, flexibility, and novelty. The free-type problem posing was used in this study. This study is a descriptive research with qualitative approach. Data collections were conducted through written task and task-based interviews. The subjects were two elementary students. One of them is Field Dependent (FD) and the other is Field Independent (FI) which were measured by GEFT (Group Embedded Figures Test). Further, the data were analyzed based on creativity components. The results show thatFD student’s posed problems have fulfilled the two components of creativity namely fluency, in which the subject posed at least 3 mathematical problems, and flexibility, in whichthe subject posed problems with at least 3 different categories/ideas. Meanwhile,FI student’s posed problems have fulfilled all three components of creativity, namely fluency, in which thesubject posed at least 3 mathematical problems, flexibility, in which thesubject posed problems with at least 3 different categories/ideas, and novelty, in which the subject posed problems that are purely the result of her own ideas and different from problems they have known.
L. I. Baisara
Full Text Available The attempt to investigate the problem of the reflection as a factor of development of creative capabilities of students of musical school is done. Influence of the level of the reflection on the creativity and the development of musical and rhythmic intellect is analyzed.
Wang, Xiaoping; Cai, Peijun; Liu, Yuling; Wang, Liqiang; Liang, Yiyong
shown that such reforms not only effectively inspire students to learn, explore, and practice actively, but also cultivate their creative spirit and courage to face challenges, providing a good platform for theirself-learning and personal growth. The course reforms discussed here have been highly recommended for their reference value.
Zhou, Chunfang; Rasmussen, Palle; Chemi, Tatiana
The chapter focuses on the influences of science and technology (S&T) policies on creative climate of university R&D centers in China that provide policy implications for improving roles of university R&D in innovation system. The empirical data came from two questionnaire surveys, one...... is with members from R&D centers, another with leaders of S&T fund management sectors in universities. The results demonstrate both strengths and weaknesses of creative climate of university R&D centers. This leads to implications such as to improve a more comprehensive innovation Measurement system and to build...
Ramankulov, Sherzod; Usembaeva, Indira; Berdi, Dinara; Omarov, Bakhitzhan; Baimukhanbetov, Bagdat; Shektibayev, Nurdaulet
Information and communication technologies are an effective means of formation of the creative potential of future physics teachers, as with their science-based application in the educational process at the university they allow fully activating learning activities of students, and provide conditions for their creative self-realization in the…
del Blanco, Angel; Torrente, Javier; Moreno-Ger, Pablo; Fernandez-Manjon, Baltasar
The increasing adoption of e-Learning technology is facing new challenges, such as how to produce student-centered systems that can be adapted to each student's needs. In this context, educational video games are proposed as an ideal medium to facilitate adaptation and tracking of students' performance for assessment purposes, but integrating the…
Full Text Available Creativity is an integral part in the careers of every professional, including artists, actors, as well as businessmen and engineers. Engineers, the focus of this effort, are traditionally considered to be systematic thinkers and implementers of constrained procedures and algorithms. In order to challenge this perception, ECE490DI is a class designed to show engineering students that their majors and future careers will not only use creativity, but be fully immersed in it. Once the students realize this fact, the next step is to help them discover their own creativity skills and show them that creativity, like other talents, can be nurtured and strengthened through repetitive use. To accomplish these goals, students in ECE490DI take a class trip to renowned theme parks in Orlando, FL, where they attend multiple workshops in the areas of leadership, teamwork, and creativity. The workshops allow students to exercise their leadership, teamwork, and creativity and show them several tools to expand and further improve their abilities in those areas. Students are also given the chance to meet and interact with theme parks' engineers, also known as "Imagineers," to see the practical applications of creativity in a hands-on creative work environment. While the objectives of ECE490DI were successfully met in previous semesters, the class was redesigned to have a broader scope and a multidisciplinary nature. The multidisciplinary version of the class builds on the assessment results of the previous offerings as well as feedback from participating students, faculty members, and theme parks staff members. The new version of the class includes more meetings throughout the semester to further reinforce the ideas and concepts from the workshops.
Henriksen, Danah; Mishra, Punya; Mehta, Rohit
Creativity is increasingly viewed as an important 21st century skill that needs to be taught in schools. This emphasis on creativity is often reflected by having students engage in open-ended, project based activities and assignments. A key challenge faced by educators is how such assignments are to be evaluated. An in-depth review of existing…
Full Text Available The aim of this research is determining the effectiveness of teaching methods based on creative drama activities performed at the “Design Studies-1” studio on creative thinking and design skills. The research’s work group consisted of 67 students who attended the 15-week Design Studies-1 studio (45 female, 22 male. The research is a one-group pretest-posttest experimental design. The theoretical basis of the research is cognitive creativity. The practices stimulating the imagination and flexible thinking skills with the basis of creative drama were used as the creativity-improving techniques. Based on the assumption that creative thinking is teachable, the hypothesis that the “Design Studies-1” program conducted by the first researcher will improve the students’ creative thinking skills was accepted. The data were collected through Creative Thinking Tests (Form A and B, which was developed by Torrance (1974 and 1984 and whose Turkish version was composed by Aslan (1999, 2006. For the data analysis, SPSS 13 program was used. In data analysis, related group t-test and Mann-Whitney U statistical test were applied. The pretest and posttest scores mean of the students were compared and significant positive results were found in favor of posttest between the means of figural fluency, figural originality, abstractness of the titles, expressiveness of the titles, intrinsic visualization, liveliness of imagery, richness of imagery, fantasy, verbal fluency, verbal flexibility and verbal originality.
Implicit theories of creativity provide an understanding of attitude towards among different populations, including students. Insights on how students see and define creativity might help to adjust educational settings and thus make it possible to provide students with better conditions to support their creativity. Although many studies have been…
Suggests that there is a real chance right now for letting the possibilities of creative nonfiction infuse, improve, and invigorate the teaching of composition. Concludes that when allowed to explore literary nonfiction, writing students will develop a substantial set of strengths from which to undertake other disciplinary writing challenges as…
Creativity plays a very important role in education. Most of educational systems support creativity as relevant competence for the 21st century. According to the findings of experts, teachers' creativity is important for the development of students' creativity. We introduce a theoretical base of creativity and styles of creativity. Based on our…
Lee, Sohui; Carpenter, Russell
In this article, the authors explore the corpus of literature on creative thinking and applied creativity in higher education to help composition teacher-scholars and writing center practitioners improve the application of creativity in written, visual, and multimodal composing practices. From studies of creative thinking investigated across…
Ransdell, Marlo Evelyn
This study examined the creative thinking of interior design graduate students in an online learning community. This study considered potential changes in creative thinking (fluency, flexibility, originality, and elaboration) about design research resulting from peer-led online discussions. It further studied the learner characteristics of…
Arieli, Bracha (Bari)
This study explored the inclusion of creative drama into science teaching as an instructional strategy for enhancing elementary school students' understanding of scientific concepts. A treatment group of sixth grade students was taught a Full Option Science System (FOSS) science unit on Mixtures and Solutions with the addition of creative drama while a control group was taught using only the FOSS teaching protocol. Quantitative and qualitative data analyses demonstrated that students who studied science through creative drama exhibited a greater understanding of scientific content of the lessons and preferred learning science through creative drama. Treatment group students stated that they enjoyed participating in the activities with their friends and that the creative drama helped them to better understand abstract scientific concepts. Teachers involved with the creative drama activities were positively impressed and believed creative drama is a good tool for teaching science. Observations revealed that creative drama created a positive classroom environment, improved social interactions and self-esteem, that all students enjoyed creative drama, and that teachers' teaching style affected students' use of creative drama. The researcher concluded that the inclusion of creative drama with the FOSS unit enhanced students' scientific knowledge and understanding beyond that of the FOSS unit alone, that both teachers and students reacted positively to creative drama in science and that creative drama requires more time.
Tandiseru, Selvi Rajuaty
The problem in this research is the lack of creative thinking skills of students. One of the learning models that is expected to enhance student's creative thinking skill is the local culture-based mathematical heuristic-KR learning model (LC-BMHLM). Heuristic-KR is a learning model which was introduced by Krulik and Rudnick (1995) that is the…
Andiliou, Andria; Murphy, P. Karen
Creative problem solving which results in novel and effective ideas or products is most advanced when learners can analyze, evaluate, and refine their ideas to improve creative solutions. The purpose of this investigation was to examine creative problem solving performance in undergraduate students and determine the tasks that support critical…
Meyer, Allison Antink
Science teachers are often content to leave creativity to the arts and humanities classes. Fostering creativity in science, if attempted at all, is a challenge often relegated to the gifted classroom. But not just the privileged few have the capacity to be creative. Simply restructuring existing lessons can help promote creativity in all science…
Mumford, Michael D; Waples, Ethan P; Antes, Alison L; Brown, Ryan P; Connelly, Shane; Murphy, Stephen T; Devenport, Lynn D
Students of creativity have long been interested in the relationship between creativity and deviant behaviors such as criminality, mental disease, and unethical behavior. In the present study we wished to examine the relationship between creative thinking skills and ethical decision-making among scientists. Accordingly, 258 doctoral students in the health, biological, and social sciences were asked to complete a measure of creative processing skills (e.g., problem definition, conceptual combination, idea generation) and a measure of ethical decision-making examining four domains, data management, study conduct, professional practices, and business practices. It was found that ethical decision-making in all four of these areas was related to creative problem-solving processes with late cycle processes (e.g., idea generation and solution monitoring) proving particularly important. The implications of these findings for understanding the relationship between creative and deviant thought are discussed.
Ratnasusanti, H.; Ana, A.; Nurafiati, P.; Umusyaadah, L.
The result of the monitoring and evaluation of the latest Indonesian curriculum (the 2013 curriculum) implementation at junior high school level year of 2014 showed that one of the difficult things that learners had in implementation 2013 curriculum is doing the result. The characteristic of applying the 2013 curriculum is to emphasize the modern pedagogic dimension of learning, which is using scientific approach, which requires learners to have highlevel thinking skills, one of which is creative thinking skills. The aims of this research is to implement performance assessment in measuring the creative thinking of junior high school students on subject Prakarya. The form of the main performance assessment is the task and assessment criteria. The experimental method that been used is the Quasi Experiment with Non-Equivalent Design Group Research. Population in this study is the students of VIII class of junior high school in Bandung, Indonesia which consists of six classes. And two classes are selected for the sample from that six classes and VIII A class were chosen, while VIII F class has been chosen as control class. The result of this research showed that the rubics of performance assessment can be measure or identify the creative thinking skill, its prove by the result of pre-test dan post-test are more dominant. In material of identification student’s creative thinking skills are reached an average 85 compare 79 with the control class. while in the presentation the experimental class got an average of 85 bigger than the control class which only reached 79.
C. June Maker
Full Text Available Abstract Based on a strong belief that all people have the potential to be innovative and creative in at least one talent area, and that their potential can be developed and enhanced through access to a rich and stimulating environment, the authors have developed an innovative idea for community centers. We have designed centers that have a rich supply of materials, spaces for individual exploration and group problem solving, suggested experiences for exploration, and people to guide when needed; these centers can be established in local communities or in schools, and need to be available to all ages and all members of the community. The Prism of Learning, a framework developed by Maker and Anuruthwong, and tested in several countries, is recommended as the overall theory guiding the development of creativity and talent. Human abilities include Linguistic, Mathematical, Auditory, Emotional, Social, Scientific, Mechanical-Technical, Visual/Spatial, Bodily/Somatic, and Spiritual. We present this plan and invite the global educational and psychological community to think about it, discuss it, tell us what you think, and most importantly of all, try it! Keywords: talent development, innovation, giftedness, creativity development, theories of intelligence, exploration, independent learning, group problem solving Öz Bütün insanların en az bir yetenek alanında yenilikçi ve yaratıcı potansiyeli olduğuna ve bu potansiyelin zengin ve uyarıcı bir ortamla beraber geliştirilerek arttırılabileceğine dair güçlü inanışı temel alan araştırmacılar toplum merkezleri için yenilikçi bir fikir geliştirmiş- lerdir. Bireysel araştırmalar veya grup problem çözme alanlarının yer aldığı ve ihtiyaç duyulduğunda rehberlik yapacak bireylerin bulunduğu ve zengin materyallerle hizmet sunacak şekilde tasarlamış olduğumuz merkezler her yaş grubundan toplumun tüm bireylerine hizmet verecek şekilde yerel topluluklar veya okullarda
Creative self-concept has become a notable construct of interest in creativity literature in the last decade. The predictors, correlates, determinants, and consequences of self-rated creativity, creative self-efficacy, creative personal identity, and creative metacognition--as well as other self-concept constructs--have been studied intensively,…
Connell, Georgianne L; Donovan, Deborah A; Chambers, Timothy G
Student-centered strategies are being incorporated into undergraduate classrooms in response to a call for reform. We tested whether teaching in an extensively student-centered manner (many active-learning pedagogies, consistent formative assessment, cooperative groups; the Extensive section) was more effective than teaching in a moderately student-centered manner (fewer active-learning pedagogies, less formative assessment, without groups; the Moderate section) in a large-enrollment course. One instructor taught both sections of Biology 101 during the same quarter, covering the same material. Students in the Extensive section had significantly higher mean scores on course exams. They also scored significantly higher on a content postassessment when accounting for preassessment score and student demographics. Item response theory analysis supported these results. Students in the Extensive section had greater changes in postinstruction abilities compared with students in the Moderate section. Finally, students in the Extensive section exhibited a statistically greater expert shift in their views about biology and learning biology. We suggest our results are explained by the greater number of active-learning pedagogies experienced by students in cooperative groups, the consistent use of formative assessment, and the frequent use of explicit metacognition in the Extensive section. © 2016 G. L. Connell, D. A. Donovan, and T. G. Chambers. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).
Lane, Susan L.
Motivation and creativity are valuable attributes in the 21st century. In response, more instructional time must be focused on motivating high school students to expand their creative abilities. Self-determination theory (SDT) and communities of practice (CoP) are theoretical foundations helpful for understanding how intrinsic motivation promotes…
Full Text Available Research studies on teaching practice have shown that not enough attention is paid to the problem of children’s creativity development in our schools in spite of the fact that the development of creative potentials in preschool institutions and school figures as one of the priority educational tasks. The perceptions of creativity and creative potentials of future kindergarten and class teachers can serve as an important basis for encouraging the development of their professional competences. This research was aimed at examining students’ knowledge and beliefs on creativity, obtaining self-assessment of their own creative potentials and determining the level of expression of students’ creativity based on their abilities of creative problem-solving. The sample included the students of the Faculty of Pedagogical Sciences in Jagodina and Teacher Training College in Vranje (N=300. For examining students’ creative potentials we used the Epstein Creativity Competences Inventory and a version of the Saugstad & Rahaim Problem Solving Tests. Research results have confirmed that students possess the knowledge and the beliefs compatible with the modern scientific beliefs on creativity. They assess their own creative potentials as very high and they do possess them. The obtained results can serve as a better foundation for working with students towards fostering the development of their creative potentials and professional competences. [Projekat Ministarstva nauke Republike Srbije, br. 179034: Od podsticanja inicijative, saradnje, stvaralaštva u obrazovanju do novih uloga i identiteta u društvu i br. 47008: Unapređivanje kvaliteta i dostupnosti obrazovanja u procesima modernizacije Srbije
Yustina, Yustina; Suwondo, Suwondo
The purpose of this research was to got the information about student's scientific attitude and creativity of product and correlation both of it in enviromental issues through project based learning. This research was conducted from January to June 2015. Sample in this research were 34 students of 2014 grade in FKIP Biologi UR used parameters were (1) scientific attitude with 4 indicators (curiosity, cooperative, carefulness and discipline); (2) creativity of product. Observation instrument m...
Kuncorowati, R. H.; Mardiyana; Saputro, D. R. S.
Creative thinking ability was one of student’s ability to determine various alternative solutions toward mathematics problem. One of indicators related to creative thinking ability was interpersonal intelligence. Student’s interpersonal intelligence would influence to student’s creativity. This research aimed to analyze creative thinking ability level of junior high school students in Karanganyar using descriptive method. Data was collected by test, questionnaire, interview, and documentation. The result showed that students with high interpersonal intelligence achieved third and fourth level in creative thinking ability. Students with moderate interpersonal intelligence achieved second level in creative thinking ability and students with low interpersonal intelligence achieved first and zero level in creative thinking ability. Hence, students with high, moderate, and low interpersonal intelligence could solve mathematics problem based on their mathematics creative thinking ability.
Beghetto, Ronald A.
Most educators who work with gifted students acknowledge the importance of creativity and have found various ways to include it as part of the gifted education curriculum. In many cases, however, developing creativity is still viewed as something separate from academic learning. Students with undemonstrated creative potential often are excluded…
Hahn, Carole L.
Social studies educators must marshal all creative resources to meet the global, national, and personal challenges that face them as members of the major social studies professional organization, the National Council for the Social Studies (NCSS). Based on a continuation of current policies and lifestyles, dramatic global changes such as…
WebQuests have been a popular alternative for collaborative group work that utilizes internet resources, but studies have questioned how effective they are in challenging students to use higher order thinking processes that involve creative problem solving. This article explains how different levels of inquiry relate to categories of learning…
The Science, Technology, Engineering, Arts, and Mathematics (STEAM) movement argues that broad-based education that promotes creativity recognizes student learning diversity, increases student engagement and can potentially enhance Science, Technology, Engineering, and Mathematics (STEM) learning by embracing cross-cutting translational skills…
Casakin, Hernan; Kreitler, Shulamith
The investigation reported here dealt with the study of motivation for creativity. The goals were to assess motivation for creativity in architectural design and engineering design students based on the Cognitive Orientation theory which defines motivation as a function of a set of belief types, themes, and groupings identified as relevant for the…
Chen, Chi-Kuang; Jiang, Bernard C.; Hsu, Kuang-Yiao
The objective of this paper is to examine the effectiveness of a creativity-fostering program in industrial engineering and management (IE&M) curriculum reform. Fostering creativity in students has become a crucial issue in industrial engineering education. In a survey of previous studies, we found few on IE&M curriculum reform. In…
Asa Kuntifatin Warda
Full Text Available Type of this study is quantitative. The purpose of this study was to determine the effectiveness of SSCS learning model with KNWS strategy towards mathematical creative thinking ability and self confidence of students. The populations of this study was students at grade VIII SMP Muhammadiyah 8 Semarang academic year 2016/2017. The sampling was done by cluster random sampling technique, which were chosen VIIIA as experiment class and VIIIC as control class. Data collection methods used documentation, a test, a questionnaire, and an observation. The result of this study stated that the mathematical creative thinking ability of the experiment class students had reached the classical completeness, percentage of mastery learning on mathematical creative thinking ability of the experiment class students was better than that percentage of the control class students, average of test result on mathematical creative thinking ability of the experiment class students was better than that average of the control class students, average of self confidence score of the experiment class students was better than that average of the control class students, teacher ability and the learning activities at the experiment class students included in good category, response of the experiment class students to joint the learning is positive.
D. K. Sari
Full Text Available The purpose of this study is to obtain a profile of students’ creative thinking skills on quantitative project-based protein testing using local materials. Implementation of the research is using quasi-experimental method pre-test post-test control group design with 40 students involved in Biochemistry lab. The research instrument is pre-test and post-test using creative thinking skills in the form of description and students’ questionnaire. The analysis was performed with SPSS 22.0 program to see the significance normality, U Mann-Whitney test for nonparametric statistics, N-Gain score, and the percentage of student responses to the practicum performed. The research result shows that the pretest rate in the experimental group is 8.25 while in the control group is 6.90. After attending a project-based practicum with local materials, the experimental group obtained the mean of posttest is 37.55 while in control class is 11.18. The students’ improvement on creative thinking skills can be seen from the average of N-Gain in the experimental class with 0.32 (medium category and in the control category with 0.05 (low category. The experimental and control class have different creative thinking skills significantly different fluency, flexibility, novelty, and detail. It can be concluded that quantitative project-based protein testing using local materials can improve students’ creative thinking skills. 71% of total students feel that quantitative project-based protein testing using local materials make them more creative in doing a practicum in the laboratory.
Although science is a creative endeavor (NRC 1996, p. 46), many students think they are not encouraged--or even allowed--to be creative in the laboratory. When students think there is only one correct way to do a lab, their creativity is inhibited. Park and Seung (2008) argue for the importance of creativity in science classrooms and for the…
Full Text Available This research is experimental, using first class learning a quantum model of learning with concept maps media and the second media using real environments by power point presentation. The population is all class XI Science, number 2 grade. The sampling technique is done by purposive random sampling. Data collection techniques to test for cognitive performance and memory capabilities, with a questionnaire for creativity. Hypothesis testing using three-way ANOVA different cells with the help of software Minitab 15.Based on the results of data processing, concluded: (1 there is no influence of the quantum model of learning with media learning concept maps and real environments for learning achievement chemistry, (2 there is a high impact memory ability and low on student achievement, (3 there is no the effect of high and low creativity in student performance, (4 there is no interaction learning model quantum media learning concept maps and real environments with memory ability on student achievement, (5 there is no interaction learning model quantum media learning concept maps and real environments with creativity of student achievement, (6 there is no interaction memory skills and creativity of student achievement, (7 there is no interaction learning model quantum media learning concept maps and real environments, memory skills, and creativity on student achievement.
Nurisalfah, R.; Fadiawati, N.; Jalmo, T.
The aim of this study is to describe the effectiveness of project based student worksheet in improving students' creative thinking skills. The research method is using quasi experiment with the matching only pre-test post-test control group design. The population in this research is all students of class VII SMP N 2 Belitang Madang Raya with class VII1 as control class and class VII4 as experiment class. The sample of this research is obtaining by purposive sampling technique. The effectiveness of project based student worksheet is based on significant post-test differences between the control class and the experiment class as well as the effect size. The results show that the using of project based student worksheet is effective in improving students' creative thinking skills on mixture separation topic.
Agustín Freiberg Hoffmann
Full Text Available Research on creativity has acquired major development due to its relevance concerning teaching in college. Its assessment is generally conducted by means of verbal and graphic measures. A short scale to measure verbal creativity (CREA in college students from Buenos Aires is currently available. However, right now there are no similar scales designed to assess graphic creativity. In view of that, this study will analyse psychometric features of the ECG scale locally known as Evaluación de la Creatividad Gráfica – Graphic Creativity Assessment, to be employed in the academic milieu in order to provide a complementary measure of verbal creativity. Face and construct validity evidences (converging validity analysis and confirmatory factor analysis were examined as well as reliability, taking into account internal consistency aspects, inter-rater and test-retest stability. The resulting scale showed adequate technical features. The original version, supported by De la Torre’s model, was composed by 12 indicators. This study’s findings maintained 9 of them but, considering new analyses, only 4 of the original ones were retained. This 4-indicator model obtained a better fit to empirical data and good indexes of correlation with a verbal creativity measure, as well as good reliability indicators (internal consistency, inter-rater and test-retest. Findings are discussed taking into account theoretical basis.
Triantafyllou, Eva; Timcenko, Olga
This project explores the opportunities and challenges of integrating digital technologies in mathematics education in creative engineering studies. Students in such studies lack motivation and do not perceive the mathematics the same way as mathematics students do. Digital technologies offer new...... are conceptualized. Then, we are going to apply this field data in designing learning technologies, which will be introduced in university classrooms. The effect of this introduction will be evaluated through educational design experiments....
The concept of creativity has been the subject of much research since the 1950s. These theories mainly focus on the individual, personal characteristics of creativity. However, in the past few decades this person-centered spectrum of creativity has been broadened, and today we encounter several theories that emphasize the importance of…
Creativity can be experienced in many roles of musicianship: performing, improvising, and composing. Yet, activities that encourage creative thought in our music classrooms can be a challenge to implement. A strong music education curriculum for middle school general music is important; as this may be the last time we reach students who do not…
The experience that students gain through creative thinking contributes to their readiness for the 21st century. For this and other reasons, educators have always considered creative thinking as a desirable part of any curriculum. The focus of this article is on teaching creative thinking in K-12 science as a way to serve all students and,…
Romanian teachers and creative adolescents were interviewed to profile the creative adolescent, focusing on self-image and a description of social conditions contributing to creativity. Responses suggested that schools lack the means to stimulate creativity. Teachers recognize creativity but lack curricula to meet students' needs. Creative…
Full Text Available In the present research we explored the presence of schizotypal traits in painters. Furthermore, the relations of schizotypy and creativity-related variables (intelligence, creativity and creative productivity were analyzed. Study participants were divided into the criterion (132 students of art academy and art high school and control group (119 psychology students and members of grammar school. Two hypotheses were set: 1 schizotypal traits are more pronounced in painters than in control group; 2 schizotypy is more closely associated with the creativitylinked variables in the criterion than in control group. Schizotypy was operationalized by Disintegration construct and measured via DELTA 10 inventory. Intelligence was assessed by Advanced Progressive Matrices-18; creativity was measured by the same labeled scale from HEXACO-PI-R inventory and creative productivity was explored by a set of questions regarding the frequency of creative behavior. Results showed that Magical thinking, Enhanced awareness, Somatoform Dysregulation, Perceptual distortions and Social anhedonia were the schizotypal traits which were more pronounced in painters as compared to the control group. Factor analyses performed in each group separately revealed a latent component loaded both with schizotypal traits, creativity and creative productivity, but only in the group of painters: schizotypy and creativity were not so closely related in the control group. Thus, the study hypotheses were largely confirmed. Results provide a more detailed understanding of the relations between schizotypy and creativity.
Ness, Roberta B
The National Academies of Science recently criticized the state of scientific innovation and competitiveness in the United States. Evaluations of already-established creativity training programs--examining a broad array of students, from school age to adult and with a wide range of abilities--have shown that such courses improve thinking skills, attitudes, and performance. Although academic medicine provides informal training in creativity and innovation, it has yet to incorporate formal instruction on these topics into medical education. A number of existing, thoughtfully constructed and evaluated creativity programs in other fields provide a pedagogical basis for developing creativity training programs for the health sciences. The content of creativity training programs typically includes instruction and application in (1) divergent thinking, (2) problem solving, and (3) creative production. Instructional formats that have been shown to elicit the best outcomes are an admixture of lectures, discussion, and guided practice. A pilot program to teach innovative thinking to health science students at the University of Texas includes instruction in recognizing and finding alternatives to frames or habitual cognitive patterns, in addition to the constructs already mentioned. As innovation is the engine of scientific progress, the author, founder of Innovative Thinking, the creativity training pilot program at the University of Texas, argues in this commentary that academic health centers should implement and evaluate new methods for enhancing science students' innovative thinking to keep the United States as a worldwide leader in scientific discovery.
McBain, Lynn; Donnelly, Sinéad; Hilder, Jo; O'Leary, Clare; McKinlay, Eileen
The recent growth of arts and humanities in medical education shows recognition that these disciplines can facilitate a breadth of thinking and result in personal and professional growth. However creative work can be a challenge to incorporate into a busy curriculum. Offering the option of creative media as a way of reflecting is an example of how this can occur. This study aimed to examine the medical student response to being given this option to explore a visit to a patient in a hospice. This was a mainly qualitative study. In the 2012 academic programme, the class of 86 students were given the option of using a creative medium to explore their responses to both the visit and their developing communication skills. Students were required to write an accompanying commentary if submitting the creative work option. Sixty-four percent of the class chose a creative medium e.g. poetry, visual art, narrative prose, music. These students were asked to take part in research including completing a short on-line survey and consenting for their creative work and commentaries to be further examined. The creative works were categorised by genre and the commentaries analysed using inductive thematic analysis. Seventeen students completed the on-line survey and fifteen consented to their work being used for this research. Thematic analysis of the student commentaries revealed the following themes: effectiveness for expressing emotion or ideas that are difficult to articulate; engaging and energising quality of the task; time for reflection; flexibility for individual learning styles and therapeutic value. Teaching the art of communicating at end-of-life is challenging especially when it involves patients, and teachers want to ensure students gain as much as possible from the experience. Offering the option to use creative media means that students can choose a medium for reflection that best suits them as individuals and that can enable them to benefit as much as possible from
Moh Lutfi Saiful Arif
Full Text Available Abstract: Accounting Students Perceptions about Creative Accounting Practices. This study aims to determine the students' perceptions about the accounting practices of creative accounting viewed from business ethics theory. This research was conducted with descriptive qualitative method. Data was collected by interview to 5 accounting students of the Faculty of Economics, University Trunojoyo as key informants. Results of interviews on creative accounting was then analyzed by employing theory of business ethics. The results of this study showed that creative accounting can not be accepted from ethics theory of deontology, utilitarianism, and ethical egoism. Students also perceived that creative accounting is unethical act.
Eisenberger, R; Rhoades, L
The authors examined 2 ways reward might increase creativity. First, reward contingent on creativity might increase extrinsic motivation. Studies 1 and 2 found that repeatedly giving preadolescent students reward for creative performance in 1 task increased their creativity in subsequent tasks. Study 3 reported that reward promised for creativity increased college students' creative task performance. Second, expected reward for high performance might increase creativity by enhancing perceived self-determination and, therefore, intrinsic task interest. Study 4 found that employees' intrinsic job interest mediated a positive relationship between expected reward for high performance and creative suggestions offered at work. Study 5 found that employees' perceived self-determination mediated a positive relationship between expected reward for high performance and the creativity of anonymous suggestions for helping the organization.
Full Text Available The purpose of this research is to build creative thinking skills and creative attitude of students through a model of problem-based lectures Environmental Chemistry (PBL Green Chemistry visionary. Mixed methods research design experimental models embedded with pretest-posttest control group were used in this study, and the differences between assumed initial end-tests as the effects of the treatment. Creative thinking skills measured by the essay tests, non test while the creative attitude is measured from the completed questionnaires consisting of positive and negative statements of markers creative attitude. Data measurement N-gain of creative thinking skills for the control and experimental group were 0.40 and 0.71, while the creative attitude were 0.08 and 0.34. Improved tests of creative thinking skills or creative attitudes were analyzed by t-test. Implementation of research findings indicate environmental chemistry lecture- problems based Green Chemistry vision can improve thinking skills and of creative student.
Full Text Available Comparing students who have participated in Taiwan International Science Fair and those who have not, this study aims to understand the creativity development between the ones with creativity trainings for participating in the Fair and the ones who did not participate in science fair and did not receive any related trainings. Furthermore, this study intends to investigate the effects of intrinsic motivation on the development of creativity between the two groups. From National Taiwan Science Education Center, 208 student participants of the 41st-50th Fair and 871 non-participants were sampled through their teachers who voluntarily participated in this study. With growth model analysis in Hierarchical Linear Modeling, individual differences in scientific creativity between science fair participants and non-participants were found and its growth was developed distinctively. Students who participated in Taiwan International Science Fair presented downward development in scientific creativity and then upward, while the non-participants revealed upward then downward development. In regard to intrinsic motivation, science fair participants showed positive effects of Self-efficacy and Internal value on creativity, while their intrinsic motivation presents moderating effects on the rapid growth of creativity. Contrarily, intrinsic motivation did not appear to have any effects on non-participants. Based on the research outcomes, relevant suggestions are further proposed.
Darsø, Lotte; Ibbotson, Piers
In this article we argue that leaders facing complex challenges can learn from the arts, specifically that leaders can learn by examining how theatre directors direct creativity through creative constraints. We suggest that perceiving creativity as a boundary phenomenon is helpful for directing it....... Like leaders, who are caught in paradoxical situations where they have to manage production and logistics simultaneously with making space for creativity and innovation, theatre directors need to find the delicate balance between on one hand renewal of perceptions, acting and interaction...... and on the other hand getting ready for the opening night. We conclude that the art of directing creativity is linked to developing competencies of conscious presence, attention and vigilance, whereas the craft of directing creativity concerns communication, framing and choice....
Tsai, Kuan Chen
The purpose of the present study is to explore to what extent the use of a more structured mode of assessing creative products--specifically, the CPAM--could beneficially influence design students' product creativity and creative processes. For this qualitative inquiry, following our CPAM-based intervention, students wrote reflective papers in…
Shoop, Barry L.
A desirable goal of engineering education is to teach students how to be creative and innovative. However, the speed of technological innovation and the continual expansion of disciplinary knowledge leave little time in the curriculum for students to formally study innovation. At West Point we have developed a novel upper-division undergraduate course that develops the critical thinking, creativity and innovation of undergraduate science and engineering students. This course is structured as a deliberate interactive engagement between students and faculty that employs the Socratic method to develop an understanding of disruptive and innovative technologies and a historical context of how social, cultural, and religious factors impact the acceptance or rejection of technological innovation. The course begins by developing the background understanding of what disruptive technology is and a historical context about successes and failures of social, cultural, and religious acceptance of technological innovation. To develop this framework, students read The Innovator's Dilemma by Clayton M. Christensen, The Structure of Scientific Revolutions by Thomas S. Kuhn, The Discoverers by Daniel J. Boorstin, and The Two Cultures by C.P. Snow. For each class meeting, students survey current scientific and technical literature and come prepared to discuss current events related to technological innovation. Each student researches potential disruptive technologies and prepares a compelling argument of why the specific technologies are disruptive so they can defend their choice and rationale. During course meetings students discuss the readings and specific technologies found during their independent research. As part of this research, each student has the opportunity to interview forward thinking technology leaders in their respective fields of interest. In this paper we will describe the course and highlight the results from teaching this course over the past five years.
Henriksen, Thomas Duus
Learning games are facing a new challenge if it is to meet the educational demand for creativity training. In the article, it is argued that reflection is the key to teach creativity, and that we have to reconsider our current approach to creating educational role-playing games in order to meet...... this demand. The article presents a number of challenges to accomplishing this, as well as a number of tools for designing and using creativity facilitating games....
Glaveanu, Vlad Petre
This book challenges the standard view that creativity comes only from within an individual by arguing that creativity also exists ‘outside’ of the mind or more precisely, that the human mind extends through the means of action into the world. The notion of ‘distributed creativity’ is not commonly...... used within the literature and yet it has the potential to revolutionise the way we think about creativity, from how we define and measure it to what we can practically do to foster and develop creativity. Drawing on cultural psychology, ecological psychology and advances in cognitive science......, this book offers a basic framework for the study of distributed creativity that considers three main dimensions of creative work: sociality, materiality and temporality. Starting from the premise that creativity is distributed between people, between people and objects and across time, the book reviews...
Batchelor, Katherine E.; Bintz, William P.
Middle level educators around the country aim to create a classroom environment and a way of teaching that is developmentally responsive, challenging, empowering, and equitable for every student. One way to ensure this is to include instruction that promotes creativity. This article offers guiding principles and shares instructional lessons that…
Full Text Available Creativity is one of keys to success in the evolving global economy and also be a fundamental skill that is absolutely necessary in the 21st century. Also In mathematics, creativity or thinking creatively is important to be developed because creativity is an integral part of mathematics. However, limiting the use of creativity in the classroom reduces mathematics to a set of skills to master and rules to memorize. Doing so causes many children’s natural curiosity and enthusiasm for mathematics to disappear as they get older, creating a tremendous problem for mathematics educators who are trying to instil these very qualities. In order to investigate the increase in awareness of elementary school students’ creativity in solving mathematics’ problems by using task like PISA’s Question, a qualitative research emphasizing on holistic description was conducted. We used a formative evaluation type of development research as a mean to develop mathematical tasks like PISA’s question that have potential effect to support students’ creativity in mathematics. Ten elementary school students of grade 6 in Palembang were involved in this research. They judged the task given for them is very challenging and provokes their curiosity. The result showed that task like PISA’s question can encourage students to more creatively in mathematics.
Full Text Available AbstractIn this study, we explored whether creativity was domain specific or domain general. The relationships between students’ scores on three creative problem-solving activities (math, spa-tial artistic, and oral linguistic in the DIS-COVER assessment (Discovering Intellectual Strengths and Capabilities While Observing Varied Ethnic Responses and the TCT-DP (Test of Creative Thinking-Drawing Produc-tion, a non-verbal general measure of creativi-ty, were examined. The participants were 135 first and second graders from two schools in the Southwestern United States from linguisti-cally and culturally diverse backgrounds. Pearson correlations, canonical correlations, and multiple regression analyses were calcu-lated to describe the relationship between the TCT-DP and the three DISCOVER creative problem-solving activities. We found that crea-tivity has both domain-specific and domain-general aspects, but that the domain-specific component seemed more prominent. One im-plication of these results is that educators should consider assessing creativity in specific domains to place students in special programs for gifted students rather than relying only on domain-general measures of divergent think-ing or creativity.
Ku, Ya-Lie; Chang, Ching-Feng; Kuo, Chien-Lin; Sheu, Sheila
Nursing education is increasingly expected to cultivate nursing student creative abilities in line with general Ministry of Education promotion of greater creativity within education and the greater leeway for creativity won domestically for nurses by professional nursing organizations. Creative thinking has been named by education experts in the United States as the third most important goal of nursing education. However, nursing students in Taiwan have been shown to test lower in terms of creativity than students enrolled in business management. Leaders in nursing education should consider methods by which to improve the creative thinking capabilities of nursing students. Articles in the literature indicate that courses in creative studies are concentrated in the field of education, with few designed specifically for nursing. The teaching of constructing creative thinking is particularly weak in the nursing field. The purpose of this article was to review literature on education and nursing in order to explore current definitions, teaching strategies, and evaluation approaches related to creativity, and to develop a foundation for teaching creativity in nursing. The authors hope that an appropriate creative thinking course for nursing students may be constructed by referencing guidance provided in this in order to further cultivate creative thinking abilities in nursing students that will facilitate their application of creative thinking in their future clinical practicum.
Full Text Available Inquiry-based learning is one of the learning methods which can provide an active and authentic scientific learning process in order students are able to improve the creative thinking skills and scientific attitude. This study aims at improving creative thinking skills and scientific attitude through inquiry-based learning in basic biology lecture toward students of biology education at the Institut Agama Islam Negeri (IAIN Jember, Indonesia. This study is included in a descriptive quantitative research. The research focused on the topic of cell transport which was taught toward 25 students of Biology 2 class from 2017 academic year of Biology Education Department at the IAIN Jember. The learning process was conducted in two meetings in November 2017. The enhancement of students' creative thinking skills was determined by one group pre-test and post-test research design using test instrument meanwhile the scientific attitude focused on curiosity and objectivity were observed using the non-test instrument. Research result showed that students' creative thinking skills enhanced highly and students' scientific attitude improved excellently through inquiry-based learning in basic biology lecture.
Arsić Zvezdan M.
Full Text Available The time in which we live is characterized by rapid and conflicting changes as well as the development of all segments of social life. Access to the civilization of knowledge whose objectives, processes, and outcomes confirm that the human factor is becoming a leading cause of progress, requires redefinition of the relationship between society and schools. In the process of the cultural development, there is a need for talented and creative members of society who are going to be prepared for the leading roles through the educational system. However, in the teaching process, the gifted and creative students very often face a number of difficulties and problems that interfere with their optimal development. They are primarily victims of ignorance and disregard of individual differences among children of the same age, even children with the same IQ. For this reason, the main focus of this paper is on creating the conditions that can contribute to overcoming the problems that gifted and creative students encounter in the present circumstances of the organization and application of the process. Individualized instruction is a reasonable basis for success in this area, since it allows the contents, organization, methods and means of teaching, and learning adapt to individual differences, needs and abilities of students.
Tsai, Kuan Chen
In the field of education, creativity has been viewed as an important ability for children's development. The recognition of different learning styles is also important for both teachers and learners. Although a handful of studies have examined the relationship between creativity and personality, or between creativity and cognitive style, few have…
Safara, Maryam; Alkaran, Zeinab Blori; Salmabadi, Mojtaba; Rostami, Najmieh
Objective: The present study was carried out to compare creativity and self-esteem in the university students with employed and household mothers in academic years 2014-2015. Method: This research is a descriptive one which is of comparative-casual type. The statistical population includes all undergraduate students of Azad universities of…
Full Text Available The objective of the nine-year integrated curriculum in Taiwan is to cultivate the ten basic competencies of students. Nations around the world have also accentuated the importance of key competencies in citizens, and it is hoped that through education, civic literacy can be enhanced. Among the basic competencies, many nations value the abilities to use technology, to be creative, and cooperative. This study investigated the development of two abilities, creativity and cooperation, in indigenous students while they learned basic mechanical concepts in a LEGO Mindstorms NXT course, which comprised nine units, during the 2010-2011 school year. Indigenous Atayal culture and teaching strategies involving collaborative problem solving were integrated into the course. The participants were 24 third graders from an elementary school serving the Atayal Tribes of Nan-ao, Ilan County. Data was collected through pretests, posttests, and classroom observations. The findings of this study are as follows. (1 The scores of the pretests and posttests indicate that the basic mechanical concepts of the students improved significantly. (2 The results of the figural Torrance Tests of Creative Thinking showed that the students improved significantly in fluency, originality, elaboration, openness, and creative potential. (3 In learning, cooperating, and the division of labor, the students were able to perform their respective duties; in discussion, problem-solving, and presentation, they required some guidance from the teacher; in reflection, assessment, and summary, the students displayed high levels of interest and creative performance.
Milgram, Roberta M.; Hong, Eunsook
Results of an 18-year longitudinal study of 48 Israeli high school students who were seniors at the study's start suggest that measures of creative thinking and creative leisure activities were more important than school-oriented predictors of intelligence and school grades in predicting creative attainments in adults. (DB)
Full Text Available The paper reviews approaches to the development of talents and creativity using surveys communicated in the 1975-2005 period at world, European and regional scientific conferences on gifted children and youth. Methods of studying and treating the gifted over the past three decades were analyzed on the basis of data available in records, proceedings of papers and other publications of the mentioned conferences as well as of personal findings of the present paper’s authors who participated in some of those conferences. In addition to identifying the subjects that captured attention of researchers and practitioners in a certain period of time, an attempt was made to describe trends in studying them and those likely ones for future work. The results indicate that the most frequent subjects under study were problems facing conception and definition of giftedness, talents and creativity, instruments for identifying gifted individuals, and manners of providing adequate education for them. Over time there was an increase in the number of studies related to identifying specific personality traits of a gifted individual and his environment, critical for his development and achievement. It is noticeable that interest in gifted children and youth is growing all the time, involving not only researchers and teachers but parents, the gifted themselves and other important social groups and institutions. It is concluded that encouraging talents and creativity in youth is a challenge to contemporary world, which will determine its future.
Pries, Caitlin Hicks; Hughes, Julie
Nothing brings out the best in eighth-grade physical science students quite like an engineering challenge. The wind turbine design challenge described in this article has proved to be a favorite among students with its focus on teamwork and creativity and its (almost) sneaky reinforcement of numerous physics concepts. For this activity, pairs of…
Xiao-jiang, Zhao; Xue-ting, Zhao
In China, improving students' creativity is becoming an important goal of modern colleges and universities, especially in the domain of science and technology. The efforts made for this goal can be observed not only in classroom, but also in activities and competitions which were held out-of-school. This paper will firstly give a brief description…
Full Text Available The relationship between intelligence and creativity may be linked to the difficulties in defining and measuring methodology. Threshold theory is one of the theories which is used to explain the relationship between them. The aim of this study is to investigate the structures which the creative thinking ability of the gifted students and their intellectual structure is grouped and the structure which their creative thinking ability are alone. Data was gathered using Wechsler Intelligence Scale for Children-R and Torrance Thinking Creativity Test (TTCT. Confirmatory factor analyses were conducted with data from 278 gifted primary school students which contained the grade range of 1 to 3. The results indicate that the TTCT subscores consist of 2 factors called adaptive and innovative rather than a single factor. Besides, the results of the analyses provide support that creativity and intelligence are independent from each other.
Chang, Yu-Shan; Chen, Si-Yi; Yu, Kuang-Chao; Chu, Yih-Hsien; Chien, Yu-Hung
This study explored the effects of cloud-based m-learning on students' creative processes and products in engineering design. A nonequivalent pretest-posttest design was adopted, and 62 university students from Taipei City, Taiwan, were recruited as research participants in the study. The results showed that cloud-based m-learning had a positive…
George, Daniel R; Stuckey, Heather L; Whitehead, Megan M
The creative arts can integrate humanistic experiences into geriatric education. This experiential learning case study evaluated whether medical student participation in TimeSlips, a creative storytelling program with persons affected by dementia, would improve attitudes towards this patient population. Twenty-two fourth-year medical students participated in TimeSlips for one month. The authors analyzed pre- and post-program scores of items, sub-domains for comfort and knowledge, and overall scale from the Dementia Attitudes Scale using paired t-tests or Wilcoxon Signed-rank tests to evaluate mean change in students' self-reported attitudes towards persons with dementia. A case study approach using student reflective writing and focus group data was used to explain quantitative results. Twelve of the 20 items, the two sub-domains, and the overall Dementia Attitudes Scale showed significant improvement post-intervention. Qualitative analysis identified four themes that added insight to quantitative results: (a) expressions of fear and discomfort felt before storytelling, (b) comfort experienced during storytelling, (c) creativity and openness achieved through storytelling, and (d) humanistic perspectives developed during storytelling can influence future patient care. This study provides preliminary evidence that participation in a creative storytelling program improves medical student attitudes towards persons with dementia, and suggests mechanisms for why attitudinal changes occurred.
Full Text Available The aim of this article is to reflect on the use of the parametric modeling in two didactic experiences. The first experiment involved resources of the Paracloud program and its relation with the Rhinoceros program, that resulted in the production of physical models produced with the aid of the laser cutting. In the second experiment, the students had produced algorithms in the Grasshopper, resulting in families of structures and coverings. The study objects are both the physical models and digital algorithms resultants from this experimentation. For the analysis and synthesis of the results, we adopted four important assumptions: 1. the value of attitudes and environment of work; 2. the importance of experimentation and improvisation; 3. understanding of the design process as a situated act and as a ill-defined problem; 4. the inclusion of creative and critical thought in the disciplines. The results allow us to affirm that the parametric modeling stimulates creativity, therefore allowing combination of different parameters, that result in unexpected discoveries. Keywords: Teach-Learning, Parametric Modeling, Laser Cutter, Grasshopper, Design Process, Creativity.
Widhitama, Y. N.; Lukito, A.; Khabibah, S.
The aim of this research is to develop problem solving based learning materials on fraction for training creativity of elementary school students. Curriculum 2006 states that mathematics should be studied by all learners starting from elementary level in order for them mastering thinking skills, one of them is creative thinking. To our current knowledge, there is no such a research topic being done. To promote this direction, we initiate by developing learning materials with problem solving approach. The developed materials include Lesson Plan, Student Activity Sheet, Mathematical Creativity Test, and Achievement Test. We implemented a slightly modified 4-D model by Thiagajan et al. (1974) consisting of Define, Design, Development, and Disseminate. Techniques of gathering data include observation, test, and questionnaire. We applied three good qualities for the resulted materials; that is, validity, practicality, and effectiveness. The results show that the four mentioned materials meet the corresponding criteria of good quality product.
Zuber, Christi Dining; Moody, Louise
There is an increasing drive in health care for creativity and innovation to tackle key health challenges, improve quality and access, and reduce harm and costs. Human-centered design (HCD) is a potential approach to achieving organizational innovation. However, research suggests the nursing workforce feels unsupported to take the risks needed for innovation, and leaders may not understand the conditions required to fully support them. The aim of this study was to identify enabling conditions that support frontline nurses in their attempts to behave as champions of innovation and change. An HCD workshop was undertaken with 125 nurses employed in clinical practice at Kaiser Permanente. The workshop included empathy mapping and semistructured questions that probed participant experiences with innovation and change. The data were collated and thematic analysis undertaken through a Grounded Theory approach. The data were analyzed to identify key enabling conditions. Seven enablers emerged: personal need for a solution; challenges that have meaningful purpose; clarity of goal and control of resources; active experimentation; experiences indicating progress; positive encouragement and confidence; and provision of psychological safety. These enablers were then translated into pragmatic guidelines for leaders on how the tools of HCD may be leveraged for innovation and change in health care.
Sitar, Aleša Saša; Cerne, Matej; Aleksic, Darija; Mihelic, Katarina Katja
Business schools are in need of developing creative graduates. This article explores how creativity among business students can be stimulated. Because a considerable amount of knowledge is required for creative ideas to emerge, the learning process has a significant impact on creativity. This, in turn, indicates that learning style is important…
educators aware of the importance of integrating digital creativity in the teaching of the curriculum. However, in order to facilitate the integration of arts-based learning into the curriculum - not only as a subject but as a pathway to learning - new tools, competencies and mindsets are needed. This paper...... as a creative pathway to learning in primary education.......Creativity has been termed one of the most important skills of the 21st. Century classroom. While a traditional approach to education has not had a big emphasis on creativity in most subjects, the emerging learner-centered paradigm, as well as learners’ everday use of media, is making many...
Luo, Lingling; Zhou, Chunfang; Zhang, Song
This article aims to study both similarities and differences in female students' creativity between Mainland China and Taiwan. As two main aspects influencing creativity, playfulness and humor are especially focused on in this comparative study. Empirical data were collected from 831 students in Mainland China and 703 students in Taiwan. Based on…
Amalina, I. K.; Amirudin, M.; Budiarto, M. T.
This is a qualitative research concerning on students’ creativity on problem posing task. The study aimed at describing the students’ creative thinking ability to pose the mathematics problem in structured situations with varied condition of given problems. In order to find out the students’ creative thinking ability, an analysis of mathematics problem posing test based on fluency, novelty, and flexibility and interview was applied for categorizing students’ responses on that task. The data analysis used the quality of problem posing and categorized in 4 level of creativity. The results revealed from 29 secondary students grade 8, a student in CTL (Creative Thinking Level) 1 met the fluency. A student in CTL 2 met the novelty, while a student in CTL 3 met both fluency and novelty and no one in CTL 4. These results are affected by students’ mathematical experience. The findings of this study highlight that student’s problem posing creativity are dependent on their experience in mathematics learning and from the point of view of which students start to pose problem.
Amabile, T M
In today's knowledge economy, creativity is more important than ever. But many companies unwittingly employ managerial practices that kill it. How? By crushing their employees' intrinsic motivation--the strong internal desire to do something based on interests and passions. Managers don't kill creativity on purpose. Yet in the pursuit of productivity, efficiency, and control--all worthy business imperatives--they undermine creativity. It doesn't have to be that way, says Teresa Amabile. Business imperatives can comfortably coexist with creativity. But managers will have to change their thinking first. Specifically, managers will need to understand that creativity has three parts: expertise, the ability to think flexibly and imaginatively, and motivation. Managers can influence the first two, but doing so is costly and slow. It would be far more effective to increase employees' intrinsic motivation. To that end, managers have five levers to pull: the amount of challenge they give employees, the degree of freedom they grant around process, the way they design work groups, the level of encouragement they give, and the nature of organizational support. Take challenge as an example. Intrinsic motivation is high when employees feel challenged but not overwhelmed by their work. The task for managers, therefore, becomes matching people to the right assignments. Consider also freedom. Intrinsic motivation--and thus creativity--soars when managers let people decide how to achieve goals, not what goals to achieve. Managers can make a difference when it comes to employee creativity. The result can be truly innovative companies in which creativity doesn't just survive but actually thrives.
Fang, Zheng; Xu, Xianxuan; Grant, Leslie W.; Stronge, James H.; Ward, Thomas J.
Using Hofstede's culture dimensions and World Values Survey (WVS) dimensions, the study uses a series of multiple regressions to explore the relationship among national culture, creativity as measured by patents, economic productivity as measured by gross domestic product per capita, and student achievement as measured by Trends in International…
Cheng, Hsiu-Hua; Yang, Heng-Li
For information systems development project student teams, learning how to improve software development processes is an important training. Software process improvement is an outcome of a number of creative behaviours. Social cognitive theory states that the efficacy of judgment influences behaviours. This study explores the impact of three types…
Perveen, Shaheen; Ramzan, Shaikh Imran
The central dimension of human personality is extroversion and introversion, the present study is therefore focussed on the relationship between creativity and extraversion and introversion personality traits. A teacher can identify extrovertism and introvertism among the students easily on the basis of their behaviour and habits. Teacher can also…
Melanie K. Smith
Full Text Available The main objective of this article is to explore the relationship between internationalisation, creativity and transformation in the context of higher education. It is argued in academic theory that the process of internationalisation in higher education has two pillars: transformational learning and creative development, and that creativity is an integral part of transformational learning. To explore this relationship further, the authors draw on primary research undertaken in the context of a higher education institution in Budapest, Hungary. A Delphi study with senior academic staff and a focus group with Hungarian and international students were included in the research. Questions were asked which aimed to determine whether creativity is indeed an integral part of transformational learning, and whether creativity and transformation are the most important elements of internationalisation. Staff and students recognise the creative and transformative potential of internationalisation, but they also identified several challenges. These include encouraging students to go beyond instrumental approaches to learning, providing staff with the relevant training and support, changing the culture of institutions and overcoming the lack of flexibility in existing national education structures. Overall, the research findings reinforced theoretical perspectives, which propose creative thinking, cooperative and communicative learning, project-based and problem-solving activities as some of the main tools in the process of transformational learning and prerequisites for internationalisation.
Environmental experience can enhance the ideas of design students. Thus, this type of experience may interfere with the influence of design students' cognitive style on creativity. The aim of this study was to examine the influence of environmental experience on the relationship between innovative cognitive style and industrial design students'…
Full Text Available Recession, instability, unemployment and the rapid pace of change produce uncertainty, but also bring opportuni- ties for enterprising and creative activities. It is important to encourage creativity, a sense of awareness of one’s own strength and value, initiative and responsibility, to develop entrepreneurial competences and creative and critical thinking: it is necessary to strengthen the ability to recognize and track opportunities in order to develop new ideas, create new ventures and acquire the necessary resources. In view of the dynamic nature of environment, it is necessary to create several differently oriented programmes at various levels. How can such an educational challenge be tackled? We have developed a dynamic learning model for creativity, innovation and entrepreneurship. The model encourages strengthening of entrepreneurial skills in individuals, groups and in the social environment to convert ideas into action. Education should encourage creativity, innovation, risk taking, planning and management. These skills can be used in a wide range of activities - at home, at work and in the society. Students should be able to identify problems and find solutions for them.
Susantini, Endang; Lisdiana, Lisa; Isnawati; Tanzih Al Haq, Aushia; Trimulyono, Guntur
Subject material concerning Deoxyribose Nucleic Acid (DNA) structure in the format of creativity-driven laboratory practice offers meaningful learning experience to the students. Therefore, a laboratory practice in which utilizes simple procedures and easy-safe-affordable household materials should be promoted to students to develop their creativity. This study aimed to examine whether designing and conducting DNA extraction with household materials could foster students' creative thinking. We also described how this laboratory practice affected students' knowledge and views. A total of 47 students participated in this study. These students were grouped and asked to utilize available household materials and modify procedures using hands-on worksheet. Result showed that this approach encouraged creative thinking as well as improved subject-related knowledge. Students also demonstrated positive views about content knowledge, social skills, and creative thinking skills. This study implies that extracting DNA with household materials is able to develop content knowledge, social skills, and creative thinking of the students. © 2016 by The International Union of Biochemistry and Molecular Biology, 45(3):216-225, 2017. © 2016 The International Union of Biochemistry and Molecular Biology.
There are a few empirical studies (Palmer, 2008; Dohn, 2010) or intervention programs (Hidi & Harackiewicz, 2000) about students' situational interest in physics lessons, although the declining interest in physics among students has been well documented in the research literature (Gardner, 1998 ; International Bureau for Education, 2001; European Commission, 2007; Oon & Subramaniam, 2011). Even in the research area of science education, yet little is known about how to trigger students' catching and holding situational interest in a physics lesson. In this study, five intervention lessons of creative invention were developed. Each lesson consists of three parts including Eberle's (1971, 1972) SCAMPER technique on the creative thinking, knowledge and concepts of physics curriculum, hands-on activities related to both SCAMPER technique and physics concepts. Two surveys were developed and used to measure the situational interest and individual interest of students in physics lessons. Qualitative conversational interviews were used to interpret the sources of situational interest of students in physics lessons. Results in this study indicate that new inventive products and television programs or films related to SCAMPER can trigger the catching interest in physics lessons. Meaningful hands-on activities related to both SCAMPER technique and physics concepts can trigger the holding interest in physics lessons. There is no significant difference in situational interest among students with different academic abilities except in the topic related to electronic components. The students with lower academic ability have greater situational interest than the students with higher academic ability in learning the topic related to electronic components. There is no significant difference in situational interest between boys and girls except in the topic related to revolving paper lantern. Girls have higher situational interest than boys in learning the topic related to revolving
The problem-based learning (PBL) approach was implemented as a treatment for higher education visual arts students over one semester to examine its effect on the creative thinking and critical thinking disposition of these students. PBL had a significant effect on creative thinking, but critical thinking disposition was affected to a lesser…
Despite ample research indicating creativity is valuable in creating a competitive advantage and enabling individual success in the global knowledge economy, there are still industry concerns about how adequately individual student's creative abilities are developed for the workplace (McCorkle, Payan, Reardon & Kling, 2007). In considering how…
The teaching of research methodology to graduate science students places an emphasis on scientific reasoning and on the generation and evaluation of evidence in support of research conclusions. Very little attention is paid to the teaching of scientific creativity, the processes for generation of new ideas, hypotheses, and theories. By contrast,…
Gu, Chuanhua; Hu, Bi Ying; Ngwira, Flemmings Fishani; Jing, Zhi; Zhou, Zongkui
This study investigated the effect of general creative personality and freedom of task choice on the social creativity of adolescents. The results indicated, first, that senior high school students scored higher than junior high school students. Second, girls scored higher than boys on originality, fluency, flexibility, appropriateness, and…
Hidayat, W.; Wahyudin; Prabawanto, S.
This study aimed to investigate the role factors of Adversity Quotient (AQ) and Argument-Driven Inquiry (ADI) instruction in improving mathematical creative reasoning ability from students’ who is a candidate for a math teacher. The study was designed in the form of experiments with a pretest-posttest control group design that aims to examine the role of Adversity Quotient (AQ) and Argument-Driven Inquiry (ADI) learning on improving students’ mathematical creative reasoning abilities. The population in this research was the student of mathematics teacher candidate in Cimahi City, while the sample of this research was 90 students of the candidate of the teacher of mathematics specified purposively then determined randomly which belong to experiment class and control class. Based on the results and discussion, it was concluded that: (1) Improvement the ability of mathematical creative reasoning of students’ who was a candidate for a math teacher who received Argument-Driven Inquiry (ADI) instruction is better than those who received direct instruction is reviewed based on the whole; (2) There was no different improvement the ability of mathematical creative reasoning of students’ who is a candidate for a math teacher who received Argument-Driven Inquiry (ADI) instruction and direct instruction was reviewed based on the type of Adversity Quotient (Quitter / AQ Low, Champer / AQ Medium, and the Climber / AQ High); (3) Learning factors and type of Adversity Quotient (AQ) affected the improvement of students’ mathematical creative reasoning ability. In addition, there was no interaction effect between learning and AQ together in developing of students’ mathematical creative reasoning ability; (4) mathematical creative reasoning ability of students’ who is a candidate for math teacher had not been achieved optimally on the indicators novelty.
Sørensen, Jannick Kirk
Creative collaboration via online tools offers a less ‘media rich’ exchange of information between participants than face-to-face collaboration. The participants’ freedom to communicate is restricted in means of communication, and rectified in terms of possibilities offered in the interface. How do...... these constrains influence the creative process and the outcome? In order to isolate the communication problem from the interface- and technology problem, we examine via a design game the creative communication on an open-ended task in a highly constrained setting, a design game. Via an experiment the relation...... between communicative constrains and participants’ perception of dialogue and creativity is examined. Four batches of students preparing for forming semester project groups were conducted and documented. Students were asked to create an unspecified object without any exchange of communication except...
Full Text Available Objective: Emotional creativity implies experiencing a complex emotional life, which is becoming increasingly necessary in societies that demand innovation and constant changes. This research studies the relation of emotional creativity as a dispositional trait with intrinsic motivation and academic engagement.Methods: A sample of 428 university Chilean students, 36.5% men and 63.5% women, with ages from 18 to 45 years old (M = 20,37 DT = 2,71. Additionally, the mediating function of class-related positive emotions in this relation is explored.Results: The obtained data indicate that developing high levels of dispositional emotional creativity enhances the activation of positive emotions, such as gratitude, love and hope, in the classroom. Furthermore, emotional creativity predicts intrinsic motivation and academic engagement of university students by the experience of positive emotions. Conclusion: These results compel us to be aware of the importance that university students in their early years can understand the complexity of the emotional processes they undergo. A greater control of these emotions would allow students to maintain higher levels of interest in their studies at the different educational stages and to avoid the risk of school failure.
This book offers a platform for engineering educators who are interested in implementing a “creative ways of knowing” approach to presenting engineering concepts. The case studies in this book reveal how students learn through creative engagement that includes not only design and build activities, but also creative presentations of learning, such as composing songs, writing poems and short stories, painting and drawing, as well as designing animations and comics. Any engineering educator will find common ground with the authors, who are all experienced engineering and liberal arts professors, who have taken the step to include creative activities and outlets for students learning engineering. • Demonstrates various methods for returning to the basics of engineering education, which include design and creativity, teamwork and interdisciplinary thinking; • Discusses a timely topic, as higher education puts more attention on the student experience of learning in all disciplines; • Includes actual stude...
Perchtold, Corinna M; Papousek, Ilona; Koschutnig, Karl; Rominger, Christian; Weber, Hannelore; Weiss, Elisabeth M; Fink, Andreas
The investigation of neurocognitive processes underlying more real-life creative behavior is among the greatest challenges in creativity research. In this fMRI study, we addressed this issue by investigating functional patterns of brain activity while participants were required to be creative in an affective context. Affective creativity was assessed in terms of individual's inventiveness in generating alternative appraisals for anger-evoking events, which has recently emerged as a new ability concept in cognitive reappraisal research. In addition, a classic divergent thinking task was administered. Both creativity tasks yielded strong activation in left prefrontal regions, indicating their shared cognitive processing demands like the inhibition of prepotent responses, shifting between different perspectives and controlled memory retrieval. Regarding task-specific differences, classic creative ideation activated a characteristic divergent thinking network comprising the left supramarginal, inferior temporal, and inferior frontal gyri. Affective creativity on the other hand specifically recruited the right superior frontal gyrus, presumably involved in the postretrieval monitoring of reappraisal success, and core hubs of the default-mode network, which are also implicated in social cognition. As a whole, by taking creativity research to the realm of emotion, this study advances our understanding of how more real-life creativity is rooted in the brain. Hum Brain Mapp 39:393-406, 2018. © 2017 Wiley Periodicals, Inc. © 2017 Wiley Periodicals, Inc.
Nila Herawati1, Dafik 2,3 & I Made Tirta4
High-order thinking or Higher Order Thinking Skill (HOTS) is one of the most needed thinking skills in a person's life. Creative thinking is the highest level of thinking skills. Creative thinking skills in students have the characteristics of fluency (fluency), flexibility (flexibility), elaboration and originality (originality). Metacognition is the ability of one's thinking in using strategies to produce problem solving in their learning. This ability helps students get personal feedback a...
Full Text Available This scoping paper explores the experiences of overseas students from Nigeria studying in Higher Education Institutions (HEIs in the United Kingdom. It considers the context for these students and some of the particular pressures and challenges they experience in making the transition from education in Nigeria to achieving academic success and adapting to life as a student in the UK. With reference to the work of Professor Claudio-Rafael Vásquez-Martínez, at the outset of a collaborative project to explore these issues further, this paper considers whether the use of painting and other creative practices could assist these students in managing the transition more effectively and ultimately in succeeding in their academic studies. For the present study, qualitative data was gathered using interviews with Nigerian students who came to study in the UK with the assistance of a London-based organisation, Focus Learning Support Ltd, which assists Nigerian students in their applications to UK HEIs, and which supports them throughout their studies.
Özek, Müzeyyen Bulut
The purpose of this study is to determine the effect of creative drama on student achievement in the Information Technologies course. The study was carried out for the unit "Tomorrow's Technology" which is the first unit of Information Technologies course. For this study, 89 sixth grade students were selected from primary school in…
Glaveanu, Vlad Petre
The present article addresses the question of ‘When can we say something is creative?’ and, in answering it, takes a critical stand towards past and present scientific definitions of creativity. It challenges an implicit assumption in much psychological theory and research that creativity exists ...
Beghetto, Ronald A.; Kaufman, James C.
Creativity has become a hot topic in education. From President Barack Obama to Amazon's Jeff Bezos to "Newsweek" magazine, business leaders, major media outlets, government officials, and education policy makers are increasingly advocating including student creativity in the curriculum. But without a clear understanding of the nature of creativity…
Rinkevich, Jennifer L.
Current research indicates that creativity in teaching can and should be enhanced in order to promote student learning. This article begins by stressing the importance of creativity in education and the ways in which creative teaching benefits students. Next, it addresses key points for better understanding classroom creativity by identifying…
Full Text Available Advertising has crucial role in todays competitive marketing world. This research studies two important persuasive processes often employed in the management of businesses; Creative Advertising and Marketing Management. Creative Advertising and Marketing Management is necessary in order to have a complete understanding of how producers and sales companies work effectively. While advertising performs the communicative function of informing consumers about a company’s product or services, creative advertising is also attract people to the market, marketing management is a much more complex managerial process which encompasses activities such as; marketing research, product conception and design, pricing, distribution and even advertising. Today, in current globalized and rapidly expanding business conscious world; creative advertising and marketing management are increasingly becoming more relevant to the businesses. Companies need to adopt creative strategies and innovations in their operations in order to survive the challenges of the ever expanding global market. In the study, creative advertising and its importance in marketing managemet are investigated and examined by sample group of university students.
Makhashova, Patima; Meirmanov, Asylbek; Zhunusbekov, Zhaxybek; Makasheva, Orynkul; Mirzaliyeva, Elmira; Ermuratova, Almagul; Sakenov, Janat
The relevance of the topic revealed is caused by necessity to update the organization of professional activity for pedagogical higher education institution on a competence-based basis, creating conditions for developing the corresponding professional competences in students of creative pedagogical specialties. The paper addresses the structure,…
Owoh, Jeremy Strickland
In today's technology enriched schools and workforces, creative problem-solving is involved in many aspects of a person's life. The educational systems of developed nations are designed to raise students who are creative and skillful in solving complex problems. Technology and the age of information require nations to develop generations of…
Sawyer, R. Keith, Ed.
With an increasing emphasis on creativity and innovation in the twenty-first century, teachers need to be creative professionals just as students must learn to be creative. And yet, schools are institutions with many important structures and guidelines that teachers must follow. Effective creative teaching strikes a delicate balance between…
Full Text Available The paper presents the results of a research on the views of teachers about expressing and developing creativity of students at the secondary educational level. The analysis of the discussion with ten grammar school teachers allocated as the most important the teachers' views of the nature of creativity, the capacity of the school to stimulate creativity in students and the conditions for stimulating creativity in school. The majority of teachers saw creativity as a complex phenomenon for whose understanding a multi-perspective approach is needed. Although only few teachers believe in distributivity of creativity, the majority agreed that school should stimulate students' creativity, but that it does not do it sufficiently. Among the factors which support creativity they singled out the teacher's engagement, specificities of certain school subjects, the application of certain teaching techniques and the image of the school. Among the factors that obstruct creativity they stated curricular requirements, selection of students, characteristics of young generations and current social values.
Nigerian creative writing in French is a recent phenomenon compared to Francophone or Lusophone literature. Since the publication of Ola Balogun's Sango suivi de le Roi elephant (1968), Nigerians have shown their creative abilities in a language, which is their second foreign language after English. This paper, seeks to ...
Clemente Franco Justo
Full Text Available In this work we attempt to prove through experimentation that a relationship exists between affective factors and creative ability. We therefore believe that the expression of the creative capacity will have a positive bearing on the manifestation of self-concept. To this end, we designed a psychoeducational program based on children’s stories, aimed at increasing creative ability in a sample of early childhood education students, while simultaneously obtaining improved expression of their self-concept. To do this, we used a quasi-experimental design of nonequivalent control groups with double pretest. As evaluation instruments we used the Torrance Tests of Creative Thinking (TTCT, and Villa and Azumendi’s PCSC test (Perception of Child Self Concept. The results of the study showed significant increases in the experimental group, both in their levels of verbal creativity (fluency, flexibility and originality, and in their self-concept, as compared with the control groups.
Shapiro, Johanna; Nguyen, Vincent P; Mourra, Sarah; Boker, John R; Ross, Marianne; Thai, Trung M; Leonard, Robert J
The anatomy course offers important opportunities to develop professionalism at an early stage in medical education. It is an academically significant course that also engenders stress in some students. Over a three-year period, 115 of 297 students completed creative projects. Thirty-four project completers and 47 non-completers consented to participate in the study. Projects were analyzed for professionalism themes using grounded theory. A subset of project completers and non-completers were interviewed to determine their views about the stress of anatomy and medical school, as well as the value of the creative projects. We also compared test performance of project completers and non-completers. Projects completed early in the course often expressed ambivalence about anatomy, whereas later projects showed more gratitude and sense of awe. Project completers tended to report greater stress than noncompleters, but stated that doing projects reduced stress and caused them to develop a richer appreciation for anatomy and medicine. Project completers performed significantly lower than non-completers on the first written exam (pre-project). Differences between groups on individual exams after both the first and second creative project were nonsignificant. For some students, creative projects may offer a useful way of reflecting on various aspects of professionalism while helping them to manage stress.
Nielsen, Lance D.
Music technology classes designed to use the latest in music software to develop music compositional skills within high school students are becoming more prominent in K-12 education. The purpose of this case study was to describe the development of creativity in high school students through their participation in a music technology course at one…
Clary, Renee; Wandersee, James
In the authors' science classrooms, students respond favorably and with more enthusiasm when they engage them with doing activities and building their own connections, as opposed to simply listening to or reading about the important concepts. Creative activities are important in science classrooms because creativity is not only an integral…
N. Nazlı Ozdemir
Full Text Available In this study, an investigation was carried out to explore if there were any gender differences in scientific creativity and its components. Par-ticipants included 704 sixth grade students who applied to the Education Programs for Talented Students (EPTS at Anadolu University in the City of Eskişehir in Turkey. Of the total sam-ple, 345 were female and 359 were male. Stu-dents’ scientific creativity was measured using the Creative Scientific Ability Test (C-SAT. It measures fluency, flexibility and creativity and hypothesis generation, hypothesis testing and evidence evaluation. The analysis showed that male students scored significantly higher on fluency and creativity and hypothesis genera-tion components of scientific creativity. Alt-hough male students had higher scores on flex-ibility, hypothesis testing and evidence evalua-tion components too, the differences between the groups were not significant. The findings shows that gender differences in scientific crea-tivity in childhood and adolescence might re-sult from differences in some particular pro-cesses.
Widiana, I. Wayan; Jampel, I. Nyoman
This classroom action research aimed to improve the students' creative thinking and achievement in learning science. It conducted through the implementation of multiple intelligences with mind mapping approach and describing the students' responses. The subjects of this research were the fifth grade students of SD 8 Tianyar Barat, Kubu, and…
Willis, Belinda F.
Literature that addresses how the arts enhance student learning through creative expression is minimal. This is especially true for African-American elementary students from high-poverty backgrounds. The purpose of this study was to employ a case study design to explore how African-American elementary students in high-poverty schools experience…
Full Text Available Current Latvian research in the area of social work is not characteristic of a creative and innovative methodological approach. The methodological conservatism derived from general sociology is particularly affecting students in doctoral studies. This proposes a question: should, in the name of scientific novelty, we support research in which the PhD student aims to get rid of his personality behind the shield of authority, sometimes even general sociology textbook truths? Or should we encourage bold challenges to methodological schematism, in which the researcher takes a pose of truly creative research and avoids becoming a representative of scientific marginality lacking one’s personality? The subject of creative activity – the researcher in social work – can best express oneself in the level of philosophic wisdom, identifying only the main guidelines of his creative processes and allowing a large headspace for one’s creative quests. A scientist, also one interested in the problems of social work, can ascertain his/her uniqueness by relying on the concept that any researcher has embarked on an individual journey, circulating on different orbits around one central idea. If the distance between such central idea and the researcher’s activities is increasing, this signifies of either a creatively productive reevaluation of the researcher’s position, or the death of the research process in having lost the original idea. On the other hand, continuous approach towards the central idea either means that the researcher is consistent and determined in his creative research, or there is complete lack of scientific novelty in cases when borrowed foreign ideas are worshipped.
Armbruster, Peter; Patel, Maya; Johnson, Erika; Weiss, Martha
We describe the development and implementation of an instructional design that focused on bringing multiple forms of active learning and student-centered pedagogies to a one-semester, undergraduate introductory biology course for both majors and nonmajors. Our course redesign consisted of three major elements: 1) reordering the presentation of the course content in an attempt to teach specific content within the context of broad conceptual themes, 2) incorporating active and problem-based learning into every lecture, and 3) adopting strategies to create a more student-centered learning environment. Assessment of our instructional design consisted of a student survey and comparison of final exam performance across 3 years-1 year before our course redesign was implemented (2006) and during two successive years of implementation (2007 and 2008). The course restructuring led to significant improvement of self-reported student engagement and satisfaction and increased academic performance. We discuss the successes and ongoing challenges of our course restructuring and consider issues relevant to institutional change.
Sydorchuk, Аniuta S; Moskaliuk, Vasyl D; Randiuk, Yuriy O; Sorokhan, Vasyl D; Golyar, Oksana I; Sydorchuk, Leonid І; Humenna, Anna V
Current issue deals with analysis of possible ways to develop leadership in medical students. Taking into consideration the reforming in National Ukrainian educative system and contemporary tendencies of world integration, the development of skillful personality is the prioritize task. The aim of study is to emphasize on the best-used ways for a development of leader creative thinking at the first basic level of medical education. methodology used here is descriptive analytical investigation based upon the own experience have been since 2005-2015 with undergraduate foreign medical students who studied disciplines « Infectious diseases » and «Epidemiology of Infectious diseases»,«Tropical Medicine and Clinical Parasitology» at the Higher state educational establishment of Ukraine « Bukovinian State Medical University » (Chernivtsi, Ukraine). the authors state that creative thinking of a leader is necessary and important part of innovative pedagogy nowadays. From the positive side of it, formation of new generation of medical students learned by competence-based approach with readiness to carry out multitasks. Coupled with, « thinking out of the box » development in individual person helps to discover maximum features of personality. From the negative side of it, there are difficulties to keep activity within certain limits. Most pre-graduate medical students actively express their best creativity in extra-class time within university events like Round Tables dedicated to International days of hepatitis B&C, malaria, HIV etc. to share with others of prevention recommendations. There are many methods to develop creativity and flexibility of cognitive processes, such as brainstorming session, case study, micro-reality, SCAMPER and lateral thinking method etc. Thus, leadership skills and creative thinking both had targeted for excellent qualitative medical education.
Full Text Available Creativity is one of keys to success in the evolving global economy and also be a fundamental skill that is absolutely necessary in the 21st century. Also In mathematics, creativity or thinking creatively is important to be developed because creativity is an integral part of mathematics. However, limiting the use of creativity in the classroom reduces mathematics to a set of skills to master and rules to memorize. Doing so causes many children’s natural curiosity and enthusiasm for mathematics to disappear as they get older, creating a tremendous problem for mathematics educators who are trying to instil these very qualities. In order to investigate the increase in awareness of elementary school students’ creativity in solving mathematics’ problems by using task like PISA’s Question, a qualitative research emphasizing on holistic description was conducted. We used a formative evaluation type of development research as a mean to develop mathematical tasks like PISA’s question that have potential effect to support students’ creativity in mathematics. Ten elementary school students of grade 6 in Palembang were involved in this research. They judged the task given for them is very challenging and provokes their curiosity. The result showed that task like PISA’s question can encourage students to more creatively in mathematics.Key Words: PISA, Problem Solving, Creativity in Mathematics DOI: http://dx.doi.org/10.22342/jme.7.1.2815.31-42
Full Text Available The general objective of this study was to reexamine two views of creativity, one positing that there is a general creative capacity or talent and the other that creativity is domain-specific. These two views were compared by (a testing correlations among measures of domain-general and domain-specific creativity and (b examining how the general and the specific measures was each related to indices of knowledge, motivation, and personality. Participants were 147 college students enrolled in a foreign language course. Data were collected on participants’ domain knowledge, motivation, and creative personality, as well as four measures representing “General or Domain-Specific Creative Ideation” or “Creative Performance and Activity”. Results indicated that the four measures of creativity were correlated with one another, except for “General Performance and Activity” and “Domain-Specific Ideation.” A canonical correlation indicated that knowledge, motivation, and personality were significantly correlated with the four creativity measures (Rc = .49, p < .01. Multiple regressions uncovered particular relationships consistent with the view that creativity has both general and domain-specific contributions. Limitations, such as the focus on one domain, and future directions are discussed.
Harper, Suzanne R.; Cox, Dana C.
In the authors' attempts to incorporate problem solving into their mathematics courses, they have found that student ambition and creativity are often hampered by feelings of risk, as many students are conditioned to value a produced solution over the actual process of building one. Eliminating risk is neither possible nor desired. The challenge,…
Turnbull, Morag; Littlejohn, Allison; Allan, Malcolm
Interest in the use of collaborative learning strategies in higher education is growing as educators seek better ways to prepare students for the workplace. In design education, teamwork and creativity are particularly valued; successful collaborative learning depends on knowledge sharing between students, and there is increasing recognition that…
Triantafyllou, Eva; Timcenko, Olga
This paper explores the opportunities and challenges of integrating technology to support mathematics teaching and learning in creative engineer- ing disciplines. We base our discussion on data from our research in the Media Technology department of Aalborg University Copenhagen, Denmark. Our ana...... analysis proposes that unlike in other engineering disciplines, technology in these disciplines should be used for contextualizing mathematics rather than in- troducing and exploring mathematical concepts....
Creativity is a topic of wide global interest, often discussed in fields such as education, psychology and business (Runco, "Divergent thinking and creative potential," Hampton Press, New York, 2013; Yoruk and Runco, "Journal for Neurocognitive Research" 56:1-16, 2014). However, the relationship of pedagogical practices in…
Ratnasari, D.; Supriyanti, T.; Rosbiono, M.
The aim of this study is to verify the creativity of vocational students through Problem Based Learning approach in the food additives. The method which used quasi-experiment with one group posttest design. The research subjects were 32 students in grade XII of a vocational high school students courses chemical analysis in Bandung city. Instrument of creativity were essay, Student Worksheet, and observation sheets. Creativity measured include creative thinking skills and creative act skills. The results showed creative thinking skills and creative act skills are good. Research showed that the problem based learning approach can be applied to develop creativity of vocational students in the food additives well, because the students are given the opportunity to determine their own experiment procedure that will be used. It is recommended to often implement Problem Based Learning approach in other chemical concepts so that students’ creativity is sustainable.
Elena V. Strogina
Full Text Available The article is devoted to creation of the model and methodic conditions of activation of creative cognitive independence of a college students. Useof the present system could allow to solve one ofthe prime tasks in the modern studying process,as well as significantly increase professionalqualiﬁcations of the college graduates.
Conway, Janice; Saunders, Murray
Academic Librarians, working in specialist arts universities, create resources, design services and provide information literacy sessions to enhance arts student learning. They work collaboratively as hybrid professionals and play a valuable role in supporting students to navigate the complexities of the information landscape and develop as independent learners. This research explores librarians' perceptions of arts students as learners in the creative arts. It further considers connections b...
Thai Trung M
Full Text Available Abstract Background The anatomy course offers important opportunities to develop professionalism at an early stage in medical education. It is an academically significant course that also engenders stress in some students. Methods Over a three-year period, 115 of 297 students completed creative projects. Thirty-four project completers and 47 non-completers consented to participate in the study. Projects were analyzed for professionalism themes using grounded theory. A subset of project completers and non-completers were interviewed to determine their views about the stress of anatomy and medical school, as well as the value of the creative projects. We also compared test performance of project completers and non-completers. Results Projects completed early in the course often expressed ambivalence about anatomy, whereas later projects showed more gratitude and sense of awe. Project completers tended to report greater stress than noncompleters, but stated that doing projects reduced stress and caused them to develop a richer appreciation for anatomy and medicine. Project completers performed significantly lower than non-completers on the first written exam (pre-project. Differences between groups on individual exams after both the first and second creative project were nonsignificant. Conclusion For some students, creative projects may offer a useful way of reflecting on various aspects of professionalism while helping them to manage stress.
Recent studies have argued a shift of thinking about engineering practice from a linear conception to a system understanding. The complexity of engineering practice has been thought of as the root of challenges for engineers. Moreover, creativity has been emphasised as one key capability that engineering students should master. This paper aims to…
Full Text Available The present study was designed to examine secondary school students' information processing characteristics during learning and their relationship with the students' academic averages, internal motivation for learning and cognitive abilities, such as intelligence and creativity. Although many studies have previously focused on this issue, we are now studying this topic from the perspective of the IPOO-model, which is a new theoretical approach to school learning (note: IPOO is an acronym of Input, Process, Output, Organizing. This study featured 815 participants (secondary school students who completed the following tests and questionnaires: Raven's Advanced Progressive Matrices (APM intelligence test, the "Unusual Uses" creativity test (UUT, the 2nd version of the Jupiterbolha-próba (Jupiter Flea test – JB2 to test the information processing method of learning, and the Learning Attitude Questionnaire (LAQ. In our analysis we took the gender, school grade and academic average of participants into account. According to our results, the quality of information-processing methods of learning is at a low level, and there are no significant strong correlational relationships among the tests and questionnaire results (except in the cases of fluency, originality, and flexibility. There were no significant differences between genders or classes. These findings are consistent with the findings of previous studies.
Lorenzen, Mark; Vaarst Andersen, Kristina
and exhibits a tendency of congregating in major cities with diverse service and cultural offers and tolerance to non-mainstream lifestyles. However, we find that a range of smaller Danish cities also attract the creative class. Second, we undertake qualitative interviews that facilitate theory building. We...... suggest that many creatives are attracted by the smaller cities' cost advantages, specialized job offers, attractive work/life balances, and authenticity and sense of community. The article synthesizes its results into four stylized types of creative cities, and concludes by discussing the policy...... challenges associated with these different cities....
de Souza Miranda, Mateus Emerson
Students need opportunities to be creative and express themselves while learning a new language, during both classroom activities and tests at the end of a term or unit. The focus of the author's practice when assessing students' knowledge is to use creative dialogue techniques as a way to prevent students from simply repeating a given dialogue…
Thys, Erik; Sabbe, Bernard; De Hert, Marc
The possible link between creativity and psychopathology has been a long-time focus of research up to the present day. However, the research results in this field are heterogeneous and contradictory. Links between creativity and specific psychiatric disorders have been confirmed and refuted in different studies. This disparity is partly explained by the methodological challenges peculiar to this field. In this systematic review of the literature from 1950, research articles in the field of creativity and psychopathology are presented, focusing on the methodology and results of the collected studies. This review confirms the methodological problems and the heterogeneity of the study designs and results. The assessment of psychopathology, but more so of creativity, remains a fundamental challenge. On the whole, study results cautiously confirm an association between creativity and both bipolar disorder and schizotypy. The research on creativity and psychopathology is hampered by serious methodological problems. Study results are to be interpreted with caution and future research needs more methodological rigor. © 2014 S. Karger AG, Basel.
Sweeney, Diane; Harris, Leanna S.
Student-centered coaching is a highly-effective, evidence-based coaching model that shifts the focus from "fixing" teachers to collaborating with them to design instruction that targets student outcomes. But what does this look like in practice? "Student-Centered Coaching: The Moves" shows you the day-to-day coaching moves that…
Full Text Available Background and Purpose: Various approaches to learning are suggested & practiced. The traditional medical education were more teacher centered oriented . In this method the students’ involvement in the process of learning is not remarkable, but the new approach to medical education supports the students involvement. This study evaluated the various method of lecturing considering students involvements.Methods: One hundred two first year medical and nursing students involved in this study and their opinion about these two methods of learning were obtained by filling of a questionnaire. The subject of the lectures was “general psychology” which was carried out 50% by the students and 50% by the teacher. The statistical analysis was carried out by SPSS program.Results: Considering students opinion in student-centered method the various aspect of learning such as mutual understanding, use of textbooks and references were significantly increased , whereasother aspects of learning such as self esteem, study time, innovation, and study attitude though were improved, but were not significant as compared with teacher centered method. In teacher-centeredmethod the understanding of the subjects was significantly increased .Other aspects of learning such as motivation and concentration were improved but not significantly as compared with studentcentered method.Conclusion: As the result showed student centered method was favored in several aspects of learning while in teacher centered method only understanding of the subject was better . Careful choice of teaching method to provide a comprehensive learning experience should take into account these differences.Key words: TEACHER CENTERED, STUDENT CENTERED, LEARNING
Kokotsaki, Dimitra; Newton, Douglas P.
This study examined trainee music teachers' judgements of the musical creativity of secondary age students. Nine pieces of music composed by Year 8 students (13 years of age) were evaluated by 17 postgraduate, trainee teachers. These musical pieces were sorted into a diamond-shaped formation according to how creative they were perceived to be with…
McCorkle, Denny E.; Payan, Janice M.; Reardon, James; Kling, Nathan D.
According to both the popular press and academia, creativity is an important skill for business practice and marketing education. This article addresses "What is creativity?" and "Can creativity be taught or nurtured?" and provides an analysis of both student perceptions about creativity and their levels of creativity. The results indicate that…
This article reports on a practitioner research study exploring how creative thinking activities can be designed and integrated into high school English classes. It delineates the process of developing a metaphorical creativity workshop for year 11 students in Taiwan and demonstrates the students' workshop experiences and learning outcomes.…
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Background and Objectives: Medical students are a particular class of students that Because of their specific problems, investigation of their general health has always been considered. This study is concerned with investigation of relationship between general health and emotional intelligence and creativity in medical college students at Islamic Azad University, Sari branch.
Methods: 150 medical college students at Islamic Azad University, Sari branch (45 males and 105 females, were randomly selected and Goldberg general health, Shring emotional intelligence and Abedi creativity questionnaire were completed. For data analysis, Pearson correlation and independent t-test were used.
Results: Results showed that: there is positive relationship between general health and emotional intelligence (r=0.53 and p<0.05, there is a positive relationship between general health and creativity (r=0.60 and p<0.01, and female college students are healthier than males (p<0.05.
Conclusion: results of this research indicated that there is a positive relationship between general health and emotional intelligence and creativity, and since these variables are effective in professional prospect of Medical students, employing cognitive and behavioral methods in promotion of general health in these students seem necessary.
Fabián Andrés Peña-García
Full Text Available One of the main challenges at present is to achieve high - quality Education, one which takes into account, along with the whole teaching-learning process, the students’ diverse abilities, skills and cognitive, social and emotional aptitudes. The insertion of multiple intelligences, as well as variables such as creativity, may contribute to the development of singular capacities and students’ school performance. Studying the way these variables are related is imperative. The objective of this investigation consists in analyzing the link between Creativity, Multiple Intelligences and Academic Performance among Colombian primary school students. The design for this study is a non-experimental – descriptive – correlating focus, in which a sample of 40 subjects was studied; 20 girls and 20 boys with an age average of 10,051. All of them studying 5th grade in primary school at the Educational Institution Ana Elisa Cuenca Lara, branch Santa Ana, at the municipality of Yaguará – Hulia – Colombia. Their creativity was estimated through the use of two tests, one subjective, Turtle (1980, and one objective of execution EMUC, Sánchez (2006. To meet the Multiple Intelligences, it was applied a full specific inventory filled out by the valued students’ teachers, taken from Valero (2015. For the academic performance, the 2015’s subjects’ school record was taken as a reference. As statistical analysis, it was applied the descriptive – correlating (Person’s correlation coefficient, with the statistical software SPSS, version 2.2. The results obtained confirm all hypotheses contemplated, making evident a statistically meaningful and positive connection between the three variables analyzed. Finally, it analyzes the results for Multiple Intelligences and creativity as empowering strategies for the valued subjects’ academic development in this investigation’s sample
Mohammad Ahmad Abdelaziz Al-Zu'bi; Mohd Sofian Omar-Fauzee; Amrita Kaur
The investigation of the level of creative thinking and motivation to learn creative thinking, and the relationship between both of them, in Jordan is still insufficient due to lack of interest and research among researchers and scholars. Therefore, this study examines the relationship between creative thinking and motivation to learn creative thinking among pre-school children in Jordan. A total of 102 students from one kindergarten was examined. Parental consent was obtained before the stud...
The CERN Summer Student Webfest has garnered a reputation for launching creative projects in fields as diverse as online games and cryptographic software, using the popular format of a hackfest. This year, the annual weekend event will celebrate its fourth year between 31 July and 2 August. What unites Webfest projects is that they are conceived and developed by teams of CERN summer students, with some advice and guidance provided by mentors drawn from CERN and several partners. The event is organised by the Citizen Cyberscience Centre, a partnership between CERN, the UN Institute of Training and Research, and the University of Geneva. Event partners also include Mozilla Foundation, the EC Citizen Cyberlab project and THE Port hackathon. In 2014, one of the winning teams developed Particle Clicker, a spoof on a simple game called Cookie Clicker. Particle Clicker humorously illustrated the sociological aspects of the high-energy physics community through the rewards it provided players for clic...
Creativity is regarded by many as a vital aspect of the human world, and creative endeavours are seen as a central element of society. Hence student creativity is regarded as a desirable outcome of education. This inaugural professorial lecture examines the place of creativity in education and in national curricula. Beginning with examples of…
Full Text Available Creativity in the learning process by teachers is very important in order to support the task at school. Teacher creativity allows teachers to apply various learning methods that encourage students' interest to learn from the classroom. Besides, creativity for teachers is needed to support student development. This study aims to determine the level of creativity of teachers through group guidance services. Subjects in this study involved 10 teachers at Gemma Insani Indonesia Depok. Data analysis used a quantitative approach with pre-test and post-test control group of one design. The results show effective group guidance to improve teacher creativity at Gemma Insani Indonesia Depok.
Mariyana D. Nyagolova
A new Bulgarian work on Psychology of Creativity has been published recently. This book focuses on theoretical and methodological approaches to creativity. The results from a study of students' creativity are presented. They are related to the motives for success.
Whiting, Bruce G.
The Russian entrepreneur faces major obstacles to any long-term business venture, including hyperinflation, ineffective or missing legal procedures, infrastructure problems, and corruption in government and private sectors. Encouragement of entrepreneurial enterprise formation may help creative Russians help the country find its own prosperity.…
Hathcock, Stephanie J.; Dickerson, Daniel L.; Eckhoff, Angela; Katsioloudis, Petros
Creativity can and should play a role in students' science experiences. Beghetto ("Roeper Review" 29(4):265-270, 2007) suggested a framework for teachers to assist students in transforming their creative ideas into creative products. This framework involves taking time to listen to students' ideas, helping them recognize the constraints…
María Luisa Sanz de Acedo Lizarraga
Full Text Available The primary objective of this study was to investigate the possible links between metacognition and narrative (or verbal and graphic creative potential as well as the contribution of the former variable to creativity. The second objective was to study the effect of gender on these variables. This study was conducted with 360 men and women students from the Public University of Navarra enrolled in applied sociology, social work, and specialising in infant and primary education. Participants were given the Adult Creative Imagination Test and the Creative Metacognition Scale during their regular school schedule and during a single session. The results showed that the relationships between the assessed variables were significant and positive. Furthermore, metacognition moderately predicted narrative creativity; thus, cognitive processes do not operate in isolation because they affect and are affected by other factors. The findings also revealed that students obtained different results with regard to verbal and graphic creativity, and men and women differed only in narrative creative potential. The most important conclusion to be drawn from this research is that creative and metacognitive skills should be explicitly involved in higher education to stimulate the creative potential of future professionals
Natadiwijaya, I. F.; Rahmat, A.; Redjeki, S.; Anggraeni, S.
Biotechnology content is a more applicative field of science, so learners should be able to have creative thinking skills in applying concepts to problem solving. In this research, Scaffolding learning has been conducted, which is student form of concept development based on constructivism learning paradigm and students build creative thinking skill through the creation of biotechnology product ideas. The research design was R & D method. The subject of this research is a semester V biology education student at Wiralodra University. The instruments used are biotechnology creative thinking tests and program implementation observations. The data of creative thinking test was analyzed using inferential statistic, while the observation sheet used descriptive analysis. The result of this research is the result of students’ creative thinking skill as well as description of the recommended shape and characteristics of the program, with the following results. The scaffolding learning program has a significant influence on students’ creative thinking skill, and the program that trains creative thinking skill is built through two phases, namely phase 1 in concept building where students build their own knowledge, and phase 2 where students build thinking skills creatively through the creation of biotechnology product ideas.
Pollard, Vikki; Hains-Wesson, Rachael; Young, Karen
If Science, Technology, Engineering and Mathematics (STEM) disciplines in higher education are to retain students, there needs to be a shift towards teaching in more enriching and interesting ways. Creative teaching needs to become more prominent in STEM. This article presents a study that defines creative teaching in the STEM context and…
Charyton, Christine; Hutchison, Shannon; Snow, Lindsay; Rahman, Mohammed A.; Elliott, John O.
Positive psychology explores how optimism can lead to health, happiness, and creativity. However, questions remain as to how affective states influence creativity. Data on creative personality, optimism, pessimism, positive and negative affect, and current and usual happiness ratings were collected on 161 college students enrolled in an…
Carroll, Erin Ashley
Creativity is understood intuitively, but it is not easily defined and therefore difficult to measure. This makes it challenging to evaluate the ability of a digital tool to support the creative process. When evaluating creativity support tools (CSTs), it is critical to look beyond traditional time, error, and other productivity measurements that…
Hennessey, Beth A.; Amabile, Teresa M.
The pamphlet reviews research on creativity and applies it to the learning process. After discussing the definition and measurement of creativity, the components of creative performance are outlined, including domain-relevant skills, creativity-relevant skills, and intrinsic task motivation. Factors which destroy students' creativity are noted,…
to meet such challenges. This chapter aims to illustrate how to understand: 1) complexity as the nature of professional practice; 2) creative problem solving as the core skill in professional practice; 3) creativity as interplay between persons and their environment; 4) higher education as the context......Recent studies have emphasized issues of social emergence based on thinking of societies as complex systems. The complexity of professional practice has been recognized as the root of challenges for higher education. To foster creative problem solvers is a key response of higher education in order...... of fostering creative problem solvers; and 5) some innovative strategies such as Problem-Based Learning (PBL) and building a learning environment by Information Communication Technology (ICT) as potential strategies of creativity development. Accordingly, this chapter contributes to bridge the complexity...
TODORUȚ AMALIA VENERA
Full Text Available In this paper I have analysed a series of facilitators that determine creativity and innovation in teaching learning processes, emphasising the role of assessment, organizational culture and information technologies as relevant and essential elements within this challenging approach to create the conditions for an intelligent development of the educational processes. Also I approached issues related to creative learning and innovative teaching in a society in which knowledge takes more and more intense forms and, they require changes and deep transformations in all educational environments. The fundamental objective was to underline the need to learn creatively and to teach innovatively, given the conditions of the development of information technologies and a deeper and deeper immersion in this information environment, with effects on involving more effectively the students in their own learning approach. Based on scientific researches, observation and comparative analyzes, I identified the facilitators which, along with the technologies, support the creative learning and innovative teaching.
The aim of the current study was to synthesize the findings of experimental studies addressing the effect of the creative drama method on the skills of students. Research data were derived from ProQuest Citations, Web of Science, Google Academic, National Thesis Center, EBSCO, ERIC, Taylor & Francis Online, and ScienceDirect databases using…
The article reasserts the primacy of drawing as a driver of creativity within art schools. It reviews specific aspects of visual perception theory and visual communication theory relevant to a pedagogical strategy as a means of nurturing an "intelligence of seeing" in art students. The domain of drawing is theorised as a…
Mourgues, Catalina V; Preiss, David D; Grigorenko, Elena L
Studies of the relationship between creativity and specific reading disabilities have produced inconclusive results. We explored their relationship in a sample of 259 college students (age range: 17 to 38 years-old) from three Chilean universities. The students were tested on their verbal ability, creativity, and insight. A simple linear regression was performed on the complete sample, and on high- and low-achievement groups that were formed based on reading test scores. We observed a significant correlation in the total sample between outcomes on the verbal ability tasks, and on the creativity and insight tasks (range r =. 152 to r =. 356, ps creativity and insight tasks (range β = .315 to β = .155, ps creative tasks. Instead, higher verbal ability was found to be associated with higher creativity and insight.
Robbins, Dennis; Ford, K. E. Saavik
We present a scaling-up plan for AstroComNYC's Methods of Scientific Research (MSR), a course designed to improve undergraduate students' understanding of science practices. The course format and goals, notably the open-ended, hands-on, investigative nature of the curriculum are reviewed. We discuss how the course's interactive pedagogical techniques empower students to learn creativity within the context of experimental design and control of variables thinking. To date the course has been offered to a limited numbers of students in specific programs. The goals of broadly implementing MSR is to reach more students and early in their education—with the specific purpose of supporting and improving retention of students pursuing STEM careers. However, we also discuss challenges in preserving the effectiveness of the teaching and learning experience at scale.
Ejsing-Duun, Stine; Skovbjerg, Helle Marie
Abstract: This article explores how student behavior and interactions change when teachers use “producing games” as a primary pedagogical strategy (Papert, 1980; Ejsing-Duun and Karoff, 2014). Based on student and teacher actions and responses, as well as on students' production—observed during f...... fieldwork—this paper emphasizes the importance of understanding how students explore creativity and playfulness while producing in learning situations....
Autapao, Kanyarat; Minwong, Panthul
Creative thinking was an important learning skill in the 21st Century via learning and innovation to promote students' creative thinking and working with others and to construct innovation. This is one of the important skills that determine the readiness of the participants to step into the complex society. The purposes of this research were 1) to compare the learning achievement of students after using basic character design and animation concepts using the flipped learning and project-based learning and 2) to make a comparison students' creative thinking between pretest and posttest. The populations were 29 students in Multimedia Technology program at Thepsatri Rajabhat University in the 2nd semester of the academic year 2016. The experimental instruments were lesson plans of basic character design and animation concepts using the flipped learning and project based learning. The data collecting instrument was creative thinking test. The data were analyzed by the arithmetic mean, standard deviation and The Wilcoxon Matched Pairs Signed-Ranks Test. The results of this research were 1) the learning achievement of students were statistically significance of .01 level and 2) the mean score of student's creativity assessment were statistically significance of .05 level. When considering all of 11 KPIs, showed that respondents' post-test mean scores higher than pre-test. And 5 KPIs were statistically significance of .05 level, consist of Originality, Fluency, Elaboration, Resistance to Premature Closure, and Intrinsic Motivation. It's were statistically significance of .042, .004, .049, .024 and .015 respectively. And 6 KPIs were non-statistically significant, include of Flexibility, Tolerance of Ambiguity, Divergent Thinking, Convergent Thinking, Risk Taking, and Extrinsic Motivation. The findings revealed that the flipped learning and project based learning provided students the freedom to simply learn on their own aptitude. When working together with project
Micale, Barbara L.
Elements of dance and dance-theatre -- including movement and exercise, flowing costumes, and expressive lighting --inspired students in the Architecture Master's design studio at the Washington Alexandria Architecture Center to imagine innovative ways of merging public and private space for a dance studio in nearby Arlington.
Čorko, Irena; Vranić, Andrea
The study examined the effect of setting creative goals of different specificity on judged creativity of the product. Female psychology students (N=47) were divided in 3 groups. Experimental task was to make a collage. Groups differed in the level of specificity of the given goal. Collages were judged by 11 judges using the consensual assessment technique. Factor analysis of these judgments confirmed 2 orthogonal factors: creativity and technical goodness. Results show that setting a specific...
Frambach, Janneke M.; Driessen, Erik W.; Beh, Philip; van der Vleuten, Cees P. M.
A tool used in student-centered education is discussion among students in small learning groups. The Western origin of student-centered education, coupled with cross-cultural differences in communication styles, may detract from its cross-cultural applicability. This study investigates how in student-centered education, students' cultural…
The study ascertained how teachers facilitate the creativity skills of the Pupils as an outcome of professional development. 450 primary school pupils and 50 Basic science teachers in the primary schools were sampled. The study adopted the Solomon four group design. The Torrance Test for Creative thinking (TTCT) and ...
Full Text Available Reading is a process of aesthetically appreciative receptive to emphasize critical-creative reading activities. Metacognitively students understand, address any and explore the idea of the author in the text. Students responded, criticize, and evaluate the author's ideas in the text. At this stage, students can construct their post read text into other forms (new text. The aim of this strategy equips students to understand the meaning of the story, explore ideas, responding critically, and creatively pouring backstory idea. Reading strategies aesthetically-critical-creative receptive grabbed cognitive, effective, and psychomotor toward literacy critical reading and creative writing. Read appreciative included into the activities of reading comprehension. This activity involves the sensitivity and ability to process aesthetically-receptive reading and critical-creative. Readers imagination roam the author to obtain meaningful understanding and experience of reading. Some models of reading comprehension proposed experts covering the steps before reading, when reading, and after reading. At that stage to enable students after reading thinking abilities. Activities that can be done at this stage, for example, examine the back story, retell, make drawings, diagrams, or maps the concept of reading, as well as making a road map that describes the event. Other activities that can be done is to transform our student's text stories through reinforcement form illustrated stories into comic book form, for example (transliteration.
This article commenting on Greenhow, Robelia, and Hughes (2009) examines the potential strengths and weaknesses of Web 2.0 in supporting student collaborative creativity in light of sociocultural conditions of knowledge creation. Weaknesses and challenges are identified related to the embedded and dispersed representation of community knowledge,…
Denson, Cameron D.; Buelin, Jennifer K.; Lammi, Matthew D.; D'Amico, Susan
A perceived inability to assess creative attributes of students' work has often precluded creativity instruction in the classroom. The Consensual Assessment Technique (CAT) has shown promise in a variety of domains for its potential as a valid and reliable means of creativity assessment. Relying upon an operational definition of creativity and a…
Full Text Available The process of effectively applying techniques for fostering creativity in educational settings is – by nature – multifaceted and not straightforward, as it pertains to several fields such as cognitive theory and psychology. Furthermore, the quantification of the impact of different activities on creativity is a challenging and not yet thoroughly investigated task. In this paper, we present the process of applying the Semantic Lateral Thinking technique for fostering creativity in Creative Stories, a digital storytelling game, via the introduction of the appropriate stimuli in the game’s flow. Furthermore, we present a formalization for a person’s creativity as a derivative of his/her creations within the game, by transitioning from traditional computational creativity metrics over the produced stories to a space that adheres to the core principles of creativity as perceived by humans.
Fernando Javier ESPARZA MOLINA
Full Text Available The purpose of this study was to investigate the influence of gender and educational level on scientific creativity among gifted/talented students. A cohort of creatividad científica y alta habilidad: diferencias de género y nivel educativo 78 secondary school students from 12 to 16 years old participated in this research. The scientific creativity was measured using the Creative Scientific Ability Test (Sak & Ayas, 2011 designed for secondary school students from 11 to 14 years old. Its theoretical framework sets up the measurement of a three dimensional structure: general creative abilities (fluency, flexibility and creativity, scientific creative abilities (hypothesis generation, hypothesis testing and evidence evaluation and scientific knowledge. This test has the right adequate psychometric properties with a Cronbach’s alpha coefficient of 0.848 (Sak & Ayas, 2013. Results indicated that male students scored significantly higher in a task named Interaction Graph which measures hypothesis generation in interdisciplinary science. The analysis also showed that students involved in upper education levels scores significantly higher in general fluency and in the task called The Food Chain which measures evidence evaluation in the area of ecology.
Mardia Hi. Rahman
Full Text Available Creative thinking ability development is needed to be implemented by every educator including lecturers to their students. Therefore, they need to seriously act and design their learning process. One of the ways to develop student’s creative thinking is using discovery learning model. This research is conducted in physics education study program in 2016 with students who took learning and teaching class as research subject. From the research analysis result and discussion, it can be concluded that discovery learning model can encourage students’ creative thinking ability in learning and teaching strategy subject.
Estrada, Brittany; Warren, Susan
Efforts to support marginalized students require not only identifying systemic inequities, but providing a classroom infrastructure that supports the academic achievement of all students. This action research study examined the effects of implementing goal-setting strategies and emphasizing creativity in a culturally responsive classroom (CRC) on…
Santos, Sara D L; Memmert, Daniel; Sampaio, Jaime; Leite, Nuno
Developing creativity in team sports players is becoming an increasing focus in sports sciences. The Creativity Developmental Framework is presented to provide an updated science based background. This Framework describes five incremental creative stages (beginner, explorer, illuminati, creator, and rise) and combines them into multidisciplinary approaches embodied in creative assumptions. In the first training stages, the emphasis is placed on the enrollment in diversification, deliberate play and physical literacy approaches grounded in nonlinear pedagogies. These approaches allow more freedom to discover different movement patterns increasing the likelihood of emerging novel, adaptive and functional solutions. In the later stages, the progressive specialization in sports and the differential learning commitment are extremely important to push the limits of the creative progress at higher levels of performance by increasing the range of skills configurations. Notwithstanding, during all developmental stages the teaching games for understanding, a game-centered approach, linked with the constraints-led approach play an important role to boost the tactical creative behavior. Both perspectives might encourage players to explore all actions possibilities (improving divergent thinking) and prevents the standardization in their actions. Overall, considering the aforementioned practice conditions the Creativity Developmental Framework scrutinizes the main directions that lead to a long-term improvement of the creative behavior in team sports. Nevertheless, this framework should be seen as a work in progress to be later used as the paramount reference in creativity training.
C. Murni Wahyanti
Full Text Available Current developments in foreign language teaching have shown the need to reconsider the role of grammar. It is argued that grammar understanding can promote more precise use of the foreign language. This belief has led to an increased interest in grammar teaching, including grammar teaching for young learners. In teaching English to young learners, activities that can promote grammar awareness are needed. The activities should be presented in context to make sure that the meaning is clear. The activities should also be creatively designed in order to challenge students‘ motivation and involvement. Grammar activities presented creatively in meaningful contexts are useful for noticing the language patterns. This paper focuses on the changing status of grammar, the importance of grammar in the young learner classroom, and how to raise grammar awareness through creative language activities. It also reports the result of a small-scale study on implementing grammarawareness activities for teaching English to Elementary School students.
Ourania Maria Ventista
Full Text Available The aim of this paper is the validation of measurement tools which assess critical thinking and creativity as general constructs instead of subject-specific skills. Specifically, this research examined whether there is convergent and discriminant (or divergent validity between measurement tools of creativity and critical thinking. For this purpose, the multi-trait and multi-method matrix suggested by Campbell and Fiske (1959 was used. This matrix presented the correlation of scores that students obtain in different assessments in order to reveal whether the assessments measure the same or different constructs. Specifically, the two methods used were written and oral exams, and the two traits measured were critical thinking and creativity. For the validation of the assessments, 30 secondary-school students in Greece and 21 in England completed the assessments. The sample in both countries provided similar results. The critical thinking tools demonstrated convergent validity when compared with each other and discriminant validity with the creativity assessments. Furthermore, creativity assessments which measure the same aspect of creativity demonstrated convergent validity. To conclude, this research provided indicators that critical thinking and creativity as general constructs can be measured in a valid way. However, since the sample was small, further investigation of the validation of the assessment tools with a bigger sample is recommended.
Cone, Christina Schull
Elementary education has become increasingly divided into subjects and focused on the demand for high math and reading scores. Consequently, teachers spend less time devoted to science and art instruction. However, teaching art and science is crucial to developing creative and rational thinking, especially for observation and questioning skills. In this study, third grade students attending an urban school in Portland, Oregon received instruction of an art strategy using observational and quantifying drawing techniques. This study examines, "Will an art strategy observing the local environment help students make observations and ask questions?" and "In what ways are student learning and perspectives of science affected by the art strategy?" The independent variable is the art strategy developed for this study. There are three dependent variables: quality of student observations, quality of questions, and themes on student learning and perspectives of science. I predicted students would develop strong observation and questioning skills and that students would find the strategy useful or have an increased interest in science. The art scores were high for relevance and detail, but not for text. There were significant correlations between art scores and questions. Interviews revealed three themes: observations create questions, drawing is helpful and challenging, and students connected to science. By examining science through art, students were engaged and created strong observations and questions. Teachers need to balance unstructured drawing time with scaffolding for optimal results. This study provides an integrated science and art strategy that teachers can use outdoors or adapt for the classroom.
Rocío BERENGUER SÁNCHEZ
Full Text Available In primary education is essential to know and develop methodologies using the development of creativity and laterality in the process of teaching and learning in our student. It is an ideal place to study the relationship between these variables period. As we understand creativity as an integral part of all the languages in which student in early childhood education (verbal and written language, plastic body… are expressed, for all languages represent a creative process, a way to communicate with others, either verbal or written form, plastic. All these forms of communication is also related to another concept as laterality. It is essential to identify and examine the importance of laterality and dominations in kindergarten because all these processes are required before accessing other languages such as literacy. The objective of this study is to describe the relationship between creativity and laterality in Early Childhood Education. This has been evaluated 60 children in the second cycle of Infant Education and creativity variables defined and undefined laterality. In the development of this research test Torrance Creative Thinking (1974 of figurative expression and the test of laterality of the neuropsychological test (2011 it was applied. The results show that most of the student have defined laterality with 75%. These student earn higher average scores on each component of creativity, the group with undefined laterality and more creativity than the group with undefined laterality.
Groenendijk, Talita; Janssen, Tanja; Rijlaarsdam, Gert; van den Bergh, Huub
Previous research has shown that observation can be effective for learning in various domains, for example, argumentative writing and mathematics. The question in this paper is whether observational learning can also be beneficial when learning to perform creative tasks in visual and verbal arts. We hypothesized that observation has a positive effect on performance, process, and motivation. We expected similarity in competence between the model and the observer to influence the effectiveness of observation. Sample. A total of 131 Dutch students (10(th) grade, 15 years old) participated. Two experiments were carried out (one for visual and one for verbal arts). Participants were randomly assigned to one of three conditions; two observational learning conditions and a control condition (learning by practising). The observational learning conditions differed in instructional focus (on the weaker or the more competent model of a pair to be observed). We found positive effects of observation on creative products, creative processes, and motivation in the visual domain. In the verbal domain, observation seemed to affect the creative process, but not the other variables. The model similarity hypothesis was not confirmed. Results suggest that observation may foster learning in creative domains, especially in the visual arts. © 2011 The British Psychological Society.
Holbrook, Robert L., Jr.; Comer, Debra R.
Creativity is more important than ever in today's knowledge-based economy. Although many students doubt their own creativity, very few exercises are designed to help them access this ability. We believe that self-expression and self-reflection are important for understanding personal creative ability. Jung introduced the mandala to promote these…
Olugbenga, Aiyedun Emmanuel
Creative Arts is a core and compulsory subject in Nigerian upper basic classes, but the students' performance over the years indicated high failure. Instructional strategies play a pivotal role in improving students' performance. Computer-based instructions such as animated drawings could be a possible solution. This research adopted the design…
Objective. To implement and assess an elective course designed to enhance student creative thinking and presentation skills. Design. A two-credit elective course was developed that incorporated creative-thinking exercises, article discussions pertaining to creativity, TED Talk (TED Conferences, New York, NY) analyses, and presentation design and delivery exercises. Assessment. Assessment instruments included pre- and post-course Torrance Tests of Creative Thinking (TTCT). A scoring rubric was developed and used to evaluate a final mock TED Talk presented to faculty and students. Course evaluations were also used to assess student experiences in the course. Students' TTCT verbal creativity scores increased significantly ( p <0.05) during the course and their mock TED Talk mean scores (135±6.4) out of 150 were rated highly. Conclusion. The outcomes from this elective course confirmed that pharmacy students could develop and present an original "idea worth sharing" using the TED Talk format.
The Upper Stage (US) section of the National Aeronautics and Space Administration's (NASA) Ares I rocket will require internal access platforms for maintenance tasks performed by humans inside the vehicle. Tasks will occur during expensive critical path operations at Kennedy Space Center (KSC) including vehicle stacking and launch preparation activities. Platforms must be translated through a small human access hatch, installed in an enclosed worksite environment, support the weight of ground operators and be removed before flight - and their design must minimize additional vehicle mass at attachment points. This paper describes the application of a user-centered conceptual design process and the unique challenges encountered within NASA's systems engineering culture focused on requirements and "heritage hardware". The NASA design team at Marshall Space Flight Center (MSFC) initiated the user-centered design process by studying heritage internal access kits and proposing new design concepts during brainstorming sessions. Simultaneously, they partnered with the Technology Transfer/Innovative Partnerships Program to research inflatable structures and dynamic scaffolding solutions that could enable ground operator access. While this creative, technology-oriented exploration was encouraged by upper management, some design stakeholders consistently opposed ideas utilizing novel, untested equipment. Subsequent collaboration with an engineering consulting firm improved the technical credibility of several options, however, there was continued resistance from team members focused on meeting system requirements with pre-certified hardware. After a six-month idea-generating phase, an intensive six-week effort produced viable design concepts that justified additional vehicle mass while optimizing the human factors of platform installation and use. Although these selected final concepts closely resemble heritage internal access platforms, challenges from the application of the
Hasan, B.; Hasbullah; Purnama, W.; Hery, A.
Creative industry development areas of software by using Free Open Source Software (FOSS) is expected to be one of the solutions to foster new entrepreneurs of the students who can open job opportunities and contribute to economic development in Indonesia. This study aims to create entrepreneurial coaching model based on the creative industries by utilizing FOSS software field as well as provide understanding and fostering entrepreneurial creative industries based field software for students of Universitas Pendidikan Indonesia. This activity phase begins with identifying entrepreneurs or business software technology that will be developed, training and mentoring, apprenticeship process at industrial partners, creation of business plans and monitoring and evaluation. This activity involves 30 UPI student which has the motivation to self-employment and have competence in the field of information technology. The results and outcomes expected from these activities is the birth of a number of new entrepreneurs from the students engaged in the software industry both software in the world of commerce (e-commerce) and education/learning (e-learning/LMS) and games.
Tabitha Kidwell; Hanung Triyoko
The selection and use of appropriate materials is one of the most critical challenges facing English teachers today. In this article, we tell the stories (vignettes) of some of the major challenges we have faced as educators in this regard, and we offer a research base and practical suggestions related to each vignette. Selection of interesting and culturally contextualized authentic materials can go a long way towards creating a student-centered peddagogy. This will help to increase student ...
Munakata, Mika; Vaidya, Ashwin
This article focuses on the philosophy of creativity and its enhancement through an undergraduate research experience. In this paper we offer suggestions for infusing the undergraduate mathematics and science curriculum with research experiences as a way of fostering creativity in our students. We refer to the term "research" broadly,…
Beghetto, Ronald A., Ed.; Kaufman, James C., Ed.
"Nurturing Creativity in the Classroom" is a groundbreaking collection of essays by leading scholars, who examine and respond to the tension that many educators face in valuing student creativity but believing that they cannot support it given the curricular constraints of the classroom. Is it possible for teachers to nurture creative…
Ma, Xing; Yang, Yuanyuan; Wang, Xue; Zang, Yuli
To analyze and synthesise the existing evidence on creativity in nursing. An integrative review. A systematic search was conducted using seven English databases (PubMed, Science Direct, Web of Science, Cochrane, EBSCO, Wiley, and Medline) and the top three best Chinese databases (CNKI, Wanfang Data, and VIP). The combined keywords, creativity and nursing/nurse, were used to search for relevant journal articles that were written in English or Chinese from January 1995 to December 2016. The components of articles, i.e. title, abstract, full-text and the cited reference, were screened, filtered, evaluated and recorded according to the PRISMA statements and Joanna Briggs Institute Checklists. Thematic analysis was performed to synthesise evidence from the full-texts of studies. Fifteen quantitative and seven qualitative studies were included in this review. A joyful affective perspective enriched the conceptualization of creativity in nursing. Many intrinsic factors (e.g. learning styles, thinking styles, intrinsic passion, interest in nursing and achievement motivation) or extrinsic factors (mostly workplace problems and nurses' shortage) could influence nurses' and nursing students' creativity. Artistic expressions (e.g. painting, music, and pottery), self-directed learning and group/team work were reported to have a positive effect on creativity enhancement. None of existing instruments can adequately measure nurses' or nursing students' creativity. The concept of creativity requires an explicit definition, which is essential to the development and evaluation of creativity in nursing education and practice. Many factors influencing nurses' and nursing students' creativity can be implemented to achieve positive outcomes through efforts at artistic expressions, self-directed learning and teamwork. An instrument with satisfactory psychometric properties should be available for monitoring creativity development among nurses and nursing students. Copyright © 2017
Kembuan, D. R. E.; Rompas, P. T. D.; Mintjelungan, M.; Pantondate, T.; Kilis, B. M. H.
The purpose of this study is to obtain information about the teacher quality of teaching and learning creativity with the outcomes of student learning in a vocational high school in Indonesia. This research is a survey research. The sample used in this research is 50 teachers, selected by simple random sampling. Data were analyzed by using correlation analysis. The findings of this study are as follows: (1) There is a significant and positive correlation between teacher quality of teaching with the outcomes of student learning at the vocational high school; (2) There is a significant and positive correlation between learning creativity with the outcomes of student learning at the vocational high school, and (3) there is a significant and positive correlation between the teacher quality of teaching and learning creativity with the outcomes of student learning at the school. That is, if the use of appropriate the teacher quality of teaching and learning creativity, then the outcomes of student learning at the school. Finally it can be concluded that to improve the outcomes of student learning, it has to be followed by an improvement of teacher quality of teaching and learning creativity.
Full Text Available In light of current research gaps in online student-generated questions (SGQ (as most studies on the content types, forms, and performance criteria of SGQ are done in math, adopting a structured format, using a paper-and-pencil form, and paying less attention to affective aspects, the purposes of this study are: first, to analyze the content, forms, and techniques of online SGQ via content analysis; second, to develop the creative indicators for online SGQ and establish the validity of the devised indicators. For the first purpose, 792 questions generated by 54 student teachers during online SGQ activities were subjected to content analysis. For the second purpose, another group of 40 student teachers completed a consensus questionnaire, and the data were analyzed via repeated measures, followed by post-hoc comparisons. Four major findings were obtained: 1 with regard to the contents of online SGQ, connections to personal daily life and future personal goals were frequently observed; 2 most participants took advantage of the formatting, color, and graphics features afforded in computer technologies during online SGQ to suit multiple purposes; 3 participants exhibited versatile skills during SGQ; 4 questions with different levels of creativity differed significantly in terms of novelty and interestingness indicators, supporting the validity of the devised indicators. Yet, no significant differences were found in the usefulness indicator, supporting the claim that novelty and interestingness do not necessarily compromise the perceived usefulness of the generated item. Based on the findings, suggestions for SGQ, creative teaching, and future research are provided.
Klieger, Aviva; Sherman, Guy
Creativity can be viewed from different perspectives, such as the creative thinking process, the product, the creative environment and the individual. The physics domain, which is based on experiments, research, hypotheses and thinking outside the box, can serve as an excellent grounding for creativity development. This article focuses on creative…
The objectives of the study are to determine: (1) condition on learning creative writing at high school students in Makassar, (2) requirement of learning model in creative writing, (3) program planning and design model in ideal creative writing, (4) feasibility of model study based on creative writing in neurolinguistic programming, and (5) the effectiveness of the learning model based on creative writing in neurolinguisticprogramming.The method of this research uses research development of L...
Gunawan; Harjono, A.; Sahidu, H.; Nisrina
Creativity is an important component of global competition in the 21st century. Therefore, learning innovation is needed to make students more creative. This research was conducted to improve students' creativity through cooperative learning using virtual media for the static fluid concept. This study was a quasi-experiment through a pre-test post-test design. The samples were chosen using cluster random sampling technique to obtain two groups, namely experimental group and control group. Data were collected using a creativity test in the form of an essay consisting of verbal and figural tests. The data were analyzed using t-test and N-gain test to determine the improvement of creativity in both groups. The results showed that the improvement of students' creativity in the experimental group was higher than the control group. The difference in the improvement of students’ creativity in both group is significant. Students become more creative especially related to indicators of fluency and elaboration. We conclude that the application of cooperative learning model using virtual media has a positive effect on students’ creativity.
Modelling the creativity that takes place in social settings presents a range of theoretical challenges. Mel Rhodes's classic "4Ps" of creativity, the "Person, Process, Product, and Press," offer an initial typology. Here, Rhodes's ideas are connected with Elinor Ostrom's work on the analysis of economic governance to generate several "creativity design principles." These principles frame a survey of the shared concepts that structure the contexts that support creative work. The concepts are ...
Young, Shawna; Uy, Ana; Bell, Joyce
The Student Engagement in Research, Scholarship, and Creative Activity (SERSCA) Program at California State University, Stanislaus provides support for student engagement in these areas from idea conception through dissemination. Through assistantships, mini-grants, the Student Research Competition, and travel grants, the Program is designed to…
Piske, Fernanda Hellen Ribeiro; Stoltz, Tania; Machado, Jarci
Creativity is an essential attribute for the development of creative potential. However, it is not always developed properly in the school context, especially when it is about gifted students education. Because these children need a specialized service to attend their special needs. In this sense, this study aims to contribute in order that…
Del Blanco, Ángel; Torrente, Javier; Moreno-Ger, Pablo; Fernández-Manjón, Baltasar
The widely used e-learning technology is facing new challenges such as how to produce student-centered systems that can be adapted to the needs of each student. Those objectives should be met in a standard compliant way to simplify general adoption. In this context, educational videogames are proposed as an ideal medium to facilitate adaptation and tracking of the students’ performance for assessment purposes. However, there are still barriers between the gaming and e-learning worlds preventing their mutual interaction. In this paper we propose a middleware to bridge this gap, integrating adaptive educational videogames in e-learning environments with a special focus on the ongoing standardization efforts.
Fatah, Abdul; Suryadi, Didi; Sabandar, Jozua; Turmudi
The present study aims at examining the use of open-ended approach in cultivating senior high school students' mathematical creative thinking ability (MCTA) and self-esteem (SE) in mathematics viewed from school category. The subjects of this research were the students grade XI at three schools; high, middle and low category in Kota Serang, Banten…
Santos, Sara D. L.; Memmert, Daniel; Sampaio, Jaime; Leite, Nuno
Developing creativity in team sports players is becoming an increasing focus in sports sciences. The Creativity Developmental Framework is presented to provide an updated science based background. This Framework describes five incremental creative stages (beginner, explorer, illuminati, creator, and rise) and combines them into multidisciplinary approaches embodied in creative assumptions. In the first training stages, the emphasis is placed on the enrollment in diversification, deliberate play and physical literacy approaches grounded in nonlinear pedagogies. These approaches allow more freedom to discover different movement patterns increasing the likelihood of emerging novel, adaptive and functional solutions. In the later stages, the progressive specialization in sports and the differential learning commitment are extremely important to push the limits of the creative progress at higher levels of performance by increasing the range of skills configurations. Notwithstanding, during all developmental stages the teaching games for understanding, a game-centered approach, linked with the constraints-led approach play an important role to boost the tactical creative behavior. Both perspectives might encourage players to explore all actions possibilities (improving divergent thinking) and prevents the standardization in their actions. Overall, considering the aforementioned practice conditions the Creativity Developmental Framework scrutinizes the main directions that lead to a long-term improvement of the creative behavior in team sports. Nevertheless, this framework should be seen as a work in progress to be later used as the paramount reference in creativity training. PMID:27617000
Byker, Erik Jon; Putman, S. Michael; Handler, Laura; Polly, Drew
Student Voice is a term that honors the participatory roles that students have when they enter learning spaces like classrooms. Student Voice is the recognition of students' choice, creativity, and freedom. Seminal educationists--like Dewey and Montessori--centered the purposes of education in the flourishing and valuing of Student Voice. This…
Full Text Available Developing creativity in foreign language teaching provides students with the opportunity to effectively build language skills as well as increasing their motivation for learning. Practical examples are given using folklore materials (songs, tales, etc. in learning Russian, as well as contemporary materials reflecting the culture of Russian speaking countries (films, poems, etc.. As well as increasing their ability in the target foreign language students also acquire factual information (realia through creative language games. In this paper we describe recent findings in the field and propose possible directions for future research.
Kaf, Ozlem; Yilmaz, Ozge Uygungul
The purpose of this study was to investigate the effect of creative drama as a teaching method on academic achievement and retention in social studies, students' attitude towards social studies of 4th grade. The research is designed according to quasiexperimental model. The research was conducted with 4th year students in a public school in Adana…
Kleefeld, John C.; Farnese, Patricia L.
For some students, law school leads to a perception of legal education as favouring technical proficiency and structural similarity over innovation and creativity, leading to disengagement in learning. To address this, we offered a creative option in two first-year law courses, worth 20% of the grade. Students who chose this option created a…
Hatziconstantis, Christos; Kolympari, Tania
The International Baccalaureate Diploma Programme for secondary education students requires the successful completion of the Creativity, Action, Service (CAS) component (more recently renamed Creativity, Activity, Service) which is based on the philosophy of experiential learning and Academic Service Learning. In this article, the technique of…
Wells, Don; Donnell, Alison J.; Thomas, Adrian; Mills, Melanie Sandifer; Miller, Mark
Confirming a relationship between the social construct of deviance and creativity was the focus of this study. Two hundred and sixty-eight university students were administered assessments designed to elicit tendencies toward both creativity and deviant behavior. Their responses were factor analyzed and results indicated a seven-factor structure…
Marbach-Ad, Gili; Hunt Rietschel, Carly
In this study, we used a case study approach to obtain an in-depth understanding of the change process of two university instructors who were involved with redesigning a biology course. Given the hesitancy of many biology instructors to adopt evidence-based, learner-centered teaching methods, there is a critical need to understand how biology instructors transition from teacher-centered (i.e., lecture-based) instruction to teaching that focuses on the students. Using the innovation-decision model for change, we explored the motivation, decision-making, and reflective processes of the two instructors through two consecutive, large-enrollment biology course offerings. Our data reveal that the change process is somewhat unpredictable, requiring patience and persistence during inevitable challenges that arise for instructors and students. For example, the change process requires instructors to adopt a teacher-facilitator role as opposed to an expert role, to cover fewer course topics in greater depth, and to give students a degree of control over their own learning. Students must adjust to taking responsibility for their own learning, working collaboratively, and relinquishing the anonymity afforded by lecture-based teaching. We suggest implications for instructors wishing to change their teaching and administrators wishing to encourage adoption of learner-centered teaching at their institutions. © 2016 G. Marbach-Ad and C. H. Rietschel. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).
The strength of the American economy does not rest on its manufacturing prowess, its natural resources, or the size of its market. It turns on one factor--the country's openness to new ideas, which has allowed it to attract the brightest minds from around the world and harness their creative energies. But the United States is on the verge of losing that competitive edge. As the nation tightens its borders to students and scientists and subjects federal research funding to ideological and religious litmus tests, many other countries are stepping in to lure that creative capital away. Ireland, Canada, Australia, New Zealand, Denmark, and others are spending more on research and development and shoring up their universities in an effort to attract the world's best--including Americans. If even a few of these nations draw away just a small percentage of the creative workers from the U.S., the effect on its economy will be enormous. In this article, the author introduces a quantitative measure of the migration of creative capital called the Global Creative-Class Index. It shows that, far from leading the world, the United States doesn't even rank in the top ten in the percentage of its workforce engaged in creative occupations. What's more, the baby boomers will soon retire. And data showing large drops in foreign student applications to U.S. universities and in the number of visas issued to knowledge workers, along with concomitant increases in immigration in other countries, suggest that the erosion of talent from the United States will only intensify. To defend the U.S. economy, the business community must take the lead in ensuring that global talent can move efficiently across borders, that education and research are funded at radically higher levels, and that we tap into the creative potential of more and more workers. Because wherever creativity goes, economic growth is sure to follow.
Lamet, Ann R.; Sonshine, Rosanne; Walsh, Sandra M.; Molnar, David; Rafalko, Sharon
Although numbers of older people are increasing, nursing students have negative attitudes towards older people and do not plan to care for them following graduation. Multiple strategies have been implemented to reverse students' attitudes with mixed results. The purpose of this pilot quasi-experimental study was to test a Creative-Bonding Intervention (CBI) with students implementing art activities with older people to promote students' willingness to take care of them. Using a self-transcendence conceptual framework, control (n = 56) and experimental (n = 14) student groups were pre- and post-tested on attitudes toward older people, self-transcendence, and willingness to serve. The CBI improved attitudes towards older people with negative attitudes significantly changed (P = .008) but with no significant differences on self-transcendence and willingness to serve. However, willingness to serve results approached significance (P = .08). The willingness measure (one question) should be expanded. Curricula changes that incorporate creative activities such as the CBI with larger and equal numbers in student groups and longitudinal follow up to determine long-term results after graduation are suggested. PMID:21994833
Creativity is socially constructed and is not an objective fact at all. How do teachers perceive students' creativity and how can they foster students' creative learning? From two case studies, one in higher education and a second on iPad-classrooms in schools, the paper reflects on didactical concepts for creativity using mobile devices.…
Full Text Available The United States National Academy of Engineering's seminal work, The Engineer of 2020 – Visions of Engineering in the New Century, was written to prepare industrial, governmental, and academic institutions for the future of engineering. The authors of the report state, "Emphasis on the creative process will allow more effective leadership in the development and application of next-generation technologies to problems of the future." In 2011, 2012, and 2013, engineering undergraduates from the Valparaiso University College of Engineering (Valparaiso, Indiana, USA participated in a four-day off-site course focused on creativity, innovation, teamwork, and leading the creative process. The course was taught by members of the engineering faculty and included sessions and on-location tours (near Orlando, Florida that were led by instructors from an external training organization. Pre- and post-course surveys identify a significant improvement in the students' understanding of the roles of creativity, innovation, and the roles of leadership, communication, and teamwork in the creative process.
Chan, Zenobia C Y
Although the development of critical thinking and the development of creativity are major areas in nursing programme, little has been explored about learners' perspectives towards these two concepts, especially in Chinese contexts. This study aimed to reveal nursing learners' perspectives on creativity and critical thinking. Qualitative data collection methods were adopted, namely group interviews and concept map drawings. The process of data collection was conducted in private rooms at a University. 36 nursing students from two problem-based learning classes were recruited in two groups for the study. After data collection, content analysis with axial coding approach was conducted to explore the narrative themes, to summarise the main ideas, and to make valid inferences from the connections among critical thinking, creativity, and other exogenous variables. Based on the findings, six major themes were identified: "revisiting the meanings of critical thinking"; "critical thinking and knowledge: partners or rivals?"; "is critical thinking criticising?"; "revising the meanings of creativity"; "creativity and experience: partners or rivals?"; and "should creativity be practical?". This study showed that learners had diverse perspectives towards critical thinking and creativity, and their debate on these two domains provided implications on nursing education, since the voices of learners are crucial in teaching. By closing the gap between learners and educators, this study offered some insights on nursing education in the new curriculum, in particular to co-construct nursing knowledge which is student-driven, and to consider students' voices towards understanding and applying creativity and critical thinking in nursing. Copyright © 2012 Elsevier Ltd. All rights reserved.
Full Text Available This study explores how earlier (vs. later adopters of innovation differ in time perception and creative attitudes, comparing Chinese and US college students. Research on the perception of time and creative attitudes is useful to understand how sustainability and creative collaboration might work together. Various relationships exist between different levels of innovation adoption groups and creative attitudes or perceptions of time. We found that earlier adopters scored higher on economic time and future time orientation. This may indicate that earlier adopters are sensitive about their planned schedule. Also, earlier adopters with a future time orientation are forward-thinking and anticipate the introduction of new styles, items, or events in the future. We also find that Chinese (vs. US participants scored higher on creative capacity and creative collaboration but did not differ in general creative attitudes or creative risk-taking. For all participants from these two countries, earlier adopters (vs. later scored higher on all aspects of creative attitudes. This study suggests academic and practical implications regarding sustainability issues. From an academic perspective, this study adds a new perspective to the literature about the relationships among time of adoption, time perception, creative attitudes, and cultural values, and is especially useful for how these four variables influence sustainability. From a practitioner perspective, this study provides information of how consumer values and attitudes in a developing economy (China and a developed economy (US might facilitate open innovation and induce sustainability.
Novita, Rita; Putra, Mulia
Creativity is one of keys to success in the evolving global economy and also be a fundamental skill that is absolutely necessary in the 21st century. Also in mathematics, creativity or thinking creatively is important to be developed because creativity is an integral part of mathematics. However, limiting the use of creativity in the classroom…
El Turkey, Houssein; Tang, Gail; Savic, Milos; Karakok, Gulden; Cilli-Turner, Emily; Plaxco, David
A growing body of mathematics education research points to the importance of fostering students' mathematical creativity in undergraduate mathematics courses. However, there are not many research-based instructional practices that aim to accomplish this task. Our research group has been working to address this issue and created a formative…
Catharine Dishke Hondzel
Full Text Available Creativity and divergent thinking are components of learning in childhood that often go unmeasured in favor of standardized subject assessments. To better understand the ways in which creativity develops and is related to environmental and cross-cultural factors, this study reports on the scores obtained by 8-year-old students living in differently sized communities in Norway and Canada measured using the Torrance Test of Creative Thinking (TTCT. Results of multivariate analyses indicate statistically significant differences between Norwegian and Canadian children on several Torrance Test subscales as well as surprising relationships between the size of the community in which the children lived and the scores they obtained. Results and discussion are framed in reference to the ways in which culture and communities potentially shape the development of divergent thinking skills and open up questions about the ways in which social environments can influence the development of creativity in childhood.
In my Master´s thesis I have researched teaching of creative writing for high school students. I have also created the concept called the Essential Understanding of Creative Writing, which I think is the base and the starting point of teaching creative writing. The term is hypothesis and it roughly means the subjectively understood essence of creative work and writing process, as well as the strengthening the inner motivation and author identity by writer. Collaboration seems to support the E...
Grace, Shamarion Gladys
This is a three-article five chapter doctoral dissertation. The overall purpose of this three-pronged study is to engage a middle school science teacher and students in formal-informal science education within the context of a science standards-based curriculum and Urban Science Center. The goals of the study were: (1) to characterize the conversations of formal and informal science educators as they attempted to implement a standards-based curriculum augmented with science center exhibits; (2) to study the classroom discourse between the teacher and students that foster the development of common knowledge in science and student understanding of the concept of energy before observing science center exhibits on energy; (3) to investigate whether or not a standards-driven, project-based Investigating and Questioning our World through Science and Technology (IQWST) curriculum unit on forms and transformation of energy augmented with science center exhibits had a significant effect on urban African-American seventh grade students' achievement and learning. Overall, the study consisted of a mixed-method approach. Article one consists of a case study featuring semi-structured interviews and field notes. Article two consists of documenting and interpreting teacher-students' classroom discourse. Article three consists of qualitative methods (classroom discussion, focus group interviews, student video creation) and quantitative methods (multiple choice and open-ended questions). Oral discourses in all three studies were audio-recorded and transcribed verbatim. In article one, the community of educators' conversations were critically analyzed to discern the challenges educators encountered when they attempted to connect school curriculum to energy exhibits at the Urban Science Center. The five challenges that characterize the emergence of a third space were as follows: (a) science terminology for lesson focus, (b) "dumb-down" of science exhibits, (c) exploration distracts
Brunner, Jon L.; Wallace, David L.; Reymann, Linda S.; Sellers, Jes-James; McCabe, Adam G.
There is evidence that today's college and university students are struggling with emotional and behavioral health problems at higher rates than in past generations. This article explores the various ways, utilizing a range of models, that college and university counseling centers have mobilized to respond to these challenges. We examine…
Zhou, Chunfang; Kolmos, Anette
Recent studies regard Problem and Project Based Learning (PBL) as providing a learning environment which fosters both individual and group creativity. This paper focuses on the question: In a PBL environment, how do students perceive the interplay between individual and group creativity? Empirica...
Objective. To implement and assess an elective course designed to enhance student creative thinking and presentation skills. Design. A two-credit elective course was developed that incorporated creative-thinking exercises, article discussions pertaining to creativity, TED Talk (TED Conferences, New York, NY) analyses, and presentation design and delivery exercises. Assessment. Assessment instruments included pre- and post-course Torrance Tests of Creative Thinking (TTCT). A scoring rubric was developed and used to evaluate a final mock TED Talk presented to faculty and students. Course evaluations were also used to assess student experiences in the course. Students’ TTCT verbal creativity scores increased significantly (p<0.05) during the course and their mock TED Talk mean scores (135±6.4) out of 150 were rated highly. Conclusion. The outcomes from this elective course confirmed that pharmacy students could develop and present an original “idea worth sharing” using the TED Talk format. PMID:28179719
In order to foster creative engineers, a creativity training programme was carried out in medialogy education in a Problem and Project-Based Learning (PBL) environment at Aalborg University, Denmark. This paper focuses on the question of how engineering students perceive the strategy of integrating...... creativity training into a PBL curriculum. A total of 20 medialogy students in the training programme were interviewed. The data shows that the training programme was thought useful and students get benefits such as gaining project work skills, creative concepts and confidence of being creative. However...
Nugroho J. Setiadi
Full Text Available Call center business in Indonesia is growing rapidly worldwide. This condition has had repercussions for a growing number of call center workers needed. They are forced to be more creative in performing their duties. This study aims to determine the role of communication and training center in supporting the creative performance of workers in call centers. The survey was conducted by distributing questionnaires to 100 respondents (employees of the 3 major companies in the field of telecommunication services in Indonesia. Regression analysis was used to analyze the data to examine the role of communication and training support center on creative performance. The results indicated that communication and training support center significantly influence the creative behavior in call center workers. Communication quality shown in the telecommunication service provider companies, such as the media quality, simplicity of information, dissemination of information, loads of information, and accuracy of messages, has shown good quality. In addition, the training program has shown its support for call center workers in the form of program effectiveness through research and data collection, determining the materials, training methods, choosing a coach, preparing facilities, selecting and implementing the program.
Aslan, Clare E; Pinsky, Malin L; Ryan, Maureen E; Souther, Sara; Terrell, Kimberly A
Conservation practitioners and scientists are often faced with seemingly intractable problems in which traditional approaches fail. While other sectors (e.g., business) frequently emphasize creative thinking to overcome complex challenges, creativity is rarely identified as an essential skill for conservationists. Yet more creative approaches are urgently needed in the effort to sustain Earth's biodiversity. We identified 4 strategies to develop skills in creative thinking and discuss underlying research and examples supporting each strategy. First, by breaking down barriers between disciplines and surrounding oneself with unfamiliar people, concepts, and perspectives, one can expand base knowledge and experiences and increase the potential for new combinations of ideas. Second, by meeting people where they are (both literally and figuratively), one exposes oneself to new environments and perspectives, which again broadens experiences and increases ability to communicate effectively with stakeholders. Third, by embracing risk responsibly, one is more likely to develop new, nontraditional solutions and be open to high-impact outcomes. Finally, by following a cycle of learning, struggle, and reflection, one can trigger neurophysiological changes that allow the brain to become more creative. Creativity is a learned trait, rather than an innate skill. It can be actively developed at both the individual and institutional levels, and learning to navigate the relevant social and practical barriers is key to the process. To maximize the success of conservation in the face of escalating challenges, one must take advantage of what has been learned from other disciplines and foster creativity as both a professional skill and an essential component of career training and individual development. © 2013 Society for Conservation Biology.
The purpose of this study is to determine whether there is influence; the differences in the results between students that learn drawing techniques taught by the Contextual Innovative Model (CIM) and taught by Direct Instructional Model (DIM), the differences in achievement among students of technical drawing that have High Creative Thinking Ability (HCTA) with Low Creative Thinking Ability (LCTA), and the interaction between the learning model with the ability to think creatively to the achievement technical drawing. Quasi-experimental research method. Results of research appoint that: the achievement of students that learned technical drawing by using CIM is higher than the students that learned technical drawing by using DIM, the achievement of students of technical drawings HCTA is higher than the achievement of students who have technical drawing LCTA, and there are interactions between the use of learning models and creative thinking abilities in influencing student achievement technical drawing.
Right brain and left brain dominant people process information differently and need different techniques to learn how to become more creative. Various exercises can help students take advantage of both sides of their brains. Students must feel comfortable and unthreatened to reach maximal creativity, and a positive personal relationship with…
The open-ended activities in this book are designed to extend the imagination and creativity of students and encourage students to examine their feelings and values about historic eras. Civilizations addressed include ancient Egypt, Greece, Rome, Mayan, Stonehenge, and Mesopotamia. The activities focus upon the cognitive and affective pupil…
DeHaan, Robert L
Engaging learners in the excitement of science, helping them discover the value of evidence-based reasoning and higher-order cognitive skills, and teaching them to become creative problem solvers have long been goals of science education reformers. But the means to achieve these goals, especially methods to promote creative thinking in scientific problem solving, have not become widely known or used. In this essay, I review the evidence that creativity is not a single hard-to-measure property. The creative process can be explained by reference to increasingly well-understood cognitive skills such as cognitive flexibility and inhibitory control that are widely distributed in the population. I explore the relationship between creativity and the higher-order cognitive skills, review assessment methods, and describe several instructional strategies for enhancing creative problem solving in the college classroom. Evidence suggests that instruction to support the development of creativity requires inquiry-based teaching that includes explicit strategies to promote cognitive flexibility. Students need to be repeatedly reminded and shown how to be creative, to integrate material across subject areas, to question their own assumptions, and to imagine other viewpoints and possibilities. Further research is required to determine whether college students' learning will be enhanced by these measures.
Zhou, Chunfang; Kolmos, Anette; Du, Xiangyun
In recent years, problem and project based learning (PBL) has been employed by a growing number of educational institutions to foster creative engineers. Among the diverse pedagogical practices of PBL, there has been an emergence of real-life project for students. Based on literature of creativity...... along with the learning activities etc., which are necessary for group creativity development in engineering students....
L. M. Andryukhina
Full Text Available The man in the modern culture faces the challenge of either being creative or forced to leave the stage, which reflects the essential basics of life. The price of lost opportunities, caused by mental stereotypes and encapsulation, is gradually rising. The paper reveals the socio-cultural conditions and the necessary cultural topology of creativity development, as well as the man’s creative potential in the 21st century. The content of the creativity concept is specified along with the phenomenon of its fast expansion in the modern discourse. That results from the global spreading of numerous creative practices in various spheres of life, affecting the progress directions in economics, business, industrial technologies, labor, employment and social stratification. The author emphasizes the social features of creativity, the rising number of, so called, creative class, and outlines the two opposing strategies influencing the topology modification of the social and cultural environment. The first one, applied by the developed countries, facilitates the development of the creative human potential, whereas the other one, inherent in our country, holds that a creative person is able to make progress by himself. However, for solving the urgent problem of innovative development, the creative potential of modern Russia is not sufficient, and following the second strategy will result in unrealized social opportunities and ever lasting social and cultural situation demanding further investment. According to the author, to avoid such a perspective, it is necessary to overcome the three deeply rooted archetypes: the educational disciplinary centrism, organizational absolutism and cultural ostracism.
L. M. Andryukhina
Full Text Available The man in the modern culture faces the challenge of either being creative or forced to leave the stage, which reflects the essential basics of life. The price of lost opportunities, caused by mental stereotypes and encapsulation, is gradually rising. The paper reveals the socio-cultural conditions and the necessary cultural topology of creativity development, as well as the man’s creative potential in the 21st century. The content of the creativity concept is specified along with the phenomenon of its fast expansion in the modern discourse. That results from the global spreading of numerous creative practices in various spheres of life, affecting the progress directions in economics, business, industrial technologies, labor, employment and social stratification. The author emphasizes the social features of creativity, the rising number of, so called, creative class, and outlines the two opposing strategies influencing the topology modification of the social and cultural environment. The first one, applied by the developed countries, facilitates the development of the creative human potential, whereas the other one, inherent in our country, holds that a creative person is able to make progress by himself. However, for solving the urgent problem of innovative development, the creative potential of modern Russia is not sufficient, and following the second strategy will result in unrealized social opportunities and ever lasting social and cultural situation demanding further investment. According to the author, to avoid such a perspective, it is necessary to overcome the three deeply rooted archetypes: the educational disciplinary centrism, organizational absolutism and cultural ostracism.
Mohammad Reza SARMADI
Full Text Available The purpose of this study was to investigate the group creativity on thinking styles in distance education based on collaborative learning. Sample included 120 students from three intact classes of the College of education were selected as the participants for the main study. The instruments of measurement were the thinking styles inventory and the creative product semantic scale. Using the factorial quasi-experimental design, impact of thinking styles in the group creativity was tested. The results of the present study showed that male students tended to prefer the legislative thinking style more than the female students. There was no significant difference between male and female students in the overall creative ability. In addition, this study found that there was no significant association between the average group member creative ability and the overall group creative performance. The findings also supported Sternberg’s argument that ability is different from style.
Full Text Available This study investigates the eco-innovation variable which has the significant effecton creative industries center’s performance of marble and natural stone craft sector in Tulungagung, Indonesia. The object of the study is the creative industries center with the non-renewable raw material. Mostly, the companies are in form of small and medium-sized enterprises (SMEs which is ‘passive eco-innovator’ and their eco-innovation variables have not been investigated before in terms of their influenceon their performance. The respondents were 81 craftsmen taken from the population. The data were collected through questionnaires which were tested, processed and analyzed by using Consistent Partial Least Square (PLSc. The eco-innovation variables which significantly effecton innovative performance are eco-organizational innovation and eco-product innovation. Eco-process innovation and eco-marketing innovation don’t directly affecton innovative performance, but its significant effecton eco-product innovation may influence innovative performance. Improving innovative performance will impact on financial performance through improvement of production performance, but market performance does not significantly affect financial performance. The findings of this study could be a reference for creative industries center’s of marble and natural stone craft sector to prioritize which type of eco-innovation should be improved so that its impact on performance is more significant
Aruan, Susan A.; Okere, Mark I. O.; Wachanga, Samuel
The purpose of this study was to establish the extent to which biology scientific creativity skills are influenced by the students' culture and gender in Turkana County. A mixed method research design was used. This involved cross sectional survey and ethnographic study. The target population comprised all form three students in sub county schools…
Stakić Mirjana M.
Full Text Available In the work we examine the possibility of application of productive research tasks in working with gifted students in teaching Serbian language and literature. Using specific examples of interpretations of literary works we show that productive research assignments encourage students' creative and inventive expression, creativity, imagination and criticality and enable them to develop in accordance with their personality, individual preferences and abilities. In the examples of their use in problem solving, we determine how productive research tasks are conducive to gifted students who need to learn through problem solving and school work and to experience learning as a challenge. They present the basis for independent research, which allows gifted students to express their own creativity and the need to acquire new, challenging knowledge, and represent a powerful motivational tool that teachers can use in order to further develop their talent. Creative application of the productive research tasks in teaching Serbian language and literature is the possibility that the education of gifted students is not treated as elitist question, but to transform teaching process into development of giftedness and talent, where the role of the teacher in the teaching process rises to the role of the mentor.
Using STM(Science, Technology, Engineering, Math) education, this emerging workforce will have the chance to creatively solve one of Virginia's biggest challenges: TRANSPORTATION. - Students will be asked to develop alternative transportation systems for the state. This competition will enable teams to work with business mentors to design creative solutions for regional gridlocks and develop other transportation systems to more easily and expediently reach all parts of the Commonwealth.
Galina I. Zhelezovskaya
Full Text Available The aim of the investigation is to designate a problem of formation of creative communicative behaviour of graduates mastering at “Creative Economics” through the system of vocational training. Methods. The research is constructed on the review and the comparative analysis of works of the foreign and Russian scientists dealing with the subject of creativeness, psychology of creativity and studying of communicative behaviour.Results and scientific novelty. The article explains the need to prepare students for the development of creativity. Concept definition «creative formation» is given; the system of requirements shown to educational process corresponding to it is designated. Research positions in the field of creativeness studying, different lines of thought to its interpretation and directions of scientific search of the decision of a problem of formation of creative communicative behaviour are considered. Complexity of a problem is connected with the crudity of theories and techniques of the system, and complex description of communicative behaviour of this or that generality and absence of a common opinion concerning the issue that it is still uncertain, which scientific representatives should be engaged in this field. The authors suppose that studying of communicative behaviour is a synthetic philological and socially-anthropological perspective scientific direction. On the one hand, the description of communicative behaviour is a component of the description of any language as cultural-historical phenomenon; on the other, the given behaviour is based on the certain developed and standard social norms. This behaviour can be implemented in oral and written speech of participants of process of communications, and also in nonverbal displays of dialogue, and may serve as a means of self-realisation of the person. The problem of vocational training system is to create conditions for development of skills of such behaviour. The future
The following article is about the problem of insufficient number of drawing and painting lessons delivered in the process of architectural education. There is a comparison between the education of successful architects of the past and modern times. The author stands for the importance of creative subjects being the essential part of development and education of future architects. Skills achieved during the study of creative subjects will be used not only as a mean of self-expression but as an instrument in the toolkit of a professional. Sergei Tchoban was taken as an example of a successful architect for whom the knowledge of a man-made drawing is very important. He arranges the contests of architectural drawings for students promoting creative development in this way. Nowadays, students tend to use computer programs to make architectural projects losing their individual approach. The creative process becomes a matter of scissors and paste being just a copy of something that already exists. The solution of the problem is the reconsideration of the department’s curriculum and adding extra hours for creative subjects.
Salinas-Miranda, Abraham A; Shaffer-Hudkins, Emily J; Bradley-Klug, Kathy L; Monroe, Alicia D H
The purpose of this study was to investigate the views of medical students and residents regarding the practice of professionalism, their perceived challenges, and ideas for the development of a new curriculum in medical professionalism. Data were collected from four focus groups comprised of 27 residents and medical students recruited from the University of South Florida Morsani School of Medicine and Residency Programs between January and March 2012. A questioning protocol was used to guide the focus group discussion. Data were transcribed for thematic analysis. Learners expressed beliefs regarding key attributes of professional behaviors, factors perceived to be associated with lapses of professional behavior, skills that need to be taught, and strategies to teach professionalism from the learners' perspective. Learners perceived that the values of professionalism are often disconnected from the reality evidenced in clinical training due to a myriad of personal and contextual challenges. Residents and students need help in negotiating some of the challenges to medical professionalism that are encountered in clinical settings. We recommend a learner's centered model of curriculum development in medical professionalism that takes into consideration perceived challenges and strategies for modeling and reinforcing medical professionalism.
Mayseless, Naama; Aharon-Peretz, Judith; Shamay-Tsoory, Simone
Human creativity is thought to entail two processes. One is idea generation, whereby ideas emerge in an associative manner, and the other is idea evaluation, whereby generated ideas are evaluated and screened. Thus far, neuroimaging studies have identified several brain regions as being involved in creativity, yet only a handful of studies have examined the neural basis underlying these two processes. We found that an individual with left temporoparietal hemorrhage who had no previous experience as an artist developed remarkable artistic creativity, which diminished as the hemorrhage receded. We thus hypothesized that damage to the evaluation network of creativity during the initial hematoma had a releasing effect on creativity by "freeing" the idea generation system. In line with this hypothesis, we conducted a subsequent fMRI study showing that decreased left temporal and parietal activations among healthy individuals as they evaluated creative ideas selectively predicted higher creativity. The current studies provide converging multi-method evidence suggesting that the left temporoparietal area is part of a neural network involved in evaluating creativity, and that as such may act as inhibitors of creativity. We propose an explanatory model of creativity centered upon the key role of the left temporoparietal regions in evaluating and inhibiting creativity. Copyright © 2014 Elsevier Ltd. All rights reserved.
Zurweni, Wibawa, Basuki; Erwin, Tuti Nurian
The framework for teaching and learning in the 21st century was prepared with 4Cs criteria. Learning providing opportunity for the development of students' optimal creative skills is by implementing collaborative learning. Learners are challenged to be able to compete, work independently to bring either individual or group excellence and master the learning material. Virtual laboratory is used for the media of Instrumental Analytical Chemistry (Vis, UV-Vis-AAS etc) lectures through simulations computer application and used as a substitution for the laboratory if the equipment and instruments are not available. This research aims to design and develop collaborative-creative learning model using virtual laboratory media for Instrumental Analytical Chemistry lectures, to know the effectiveness of this design model adapting the Dick & Carey's model and Hannafin & Peck's model. The development steps of this model are: needs analyze, design collaborative-creative learning, virtual laboratory media using macromedia flash, formative evaluation and test of learning model effectiveness. While, the development stages of collaborative-creative learning model are: apperception, exploration, collaboration, creation, evaluation, feedback. Development of collaborative-creative learning model using virtual laboratory media can be used to improve the quality learning in the classroom, overcome the limitation of lab instruments for the real instrumental analysis. Formative test results show that the Collaborative-Creative Learning Model developed meets the requirements. The effectiveness test of students' pretest and posttest proves significant at 95% confidence level, t-test higher than t-table. It can be concluded that this learning model is effective to use for Instrumental Analytical Chemistry lectures.
Full Text Available The article deals with the processes of developing creative industries under conditions of a growth in the worldwide economy and globalization, discloses the role of the sector of creative industries and shows its place in the system of the modern global economy. The paper presents a comparative analysis of theories and theoretical approaches intended for the sector of creative industries and its development as well as defines regularities and specificities characteristic of the development of creative industries. Particular attention is shifted on the growth and development of creative industries considering the current challenges of globalization and on the most important specificities of the developing sector in the context of the challenges of economic globalization. The paper examines the trends reflecting the place of the sector of creative industries in the economy of the modern world, including the tendencies indicating changes in the export of the products created in this sector. The article considers the issues of developing creative industries and reveals priorities of future research.
Sarauw, Laura Louise
Has the orthodoxy of progressive pedagogy, or what praise as the student centered, become means of an overall managerial turn that erodes students’ freedom do learn? This is the main question in Bruce Macfarlane’s book Freedom to learn - The Threat to Student Academic Freedom and Why it Needs...... to be Reclaimed (2017). In eighth well-written chapters, Macfarlane explores an often-overlooked paradox in higher education teaching and learning: The idea of the student centered learning, deriving from humanist psychology and progressive pedagogy, has been hijacked by increased and continuous demands of bodily......, cognitive and emotional performance that restricts students’ freedom to develop as autonomous adults. Macfarlane’s catch 22 is, however, that his heritage from humanist psychology, i.e. the idea that we as humans are born with an inner potential that we should be free to realise though education...
Ogletree, Earl J.
This paper discusses the comparative philosophical tenets and practices of Germany's Waldorf and state schools with regard to the creativity thinking ability of students. Waldorf schools, developed some 70 years ago, are based on the philosophy of creative idealism known as anthroposophy. A study of 1165 third through sixth grade children from…
Computer Security Team
Aren’t we innovative and creative people? Building complex accelerators and doing sophisticated physics analysis is not easy and requires a lot of excellent brains. Some items of hardware are pure works of art, worthy of a place in an art museum. Some software takes advantage of all the finesse of computer science to optimize every last bit of computing power. So, yes. We are. Innovation and creativity are our middle names. But I wonder why these splendid characteristics are lost when dealing with passwords? Recent computer security scans have found a series of unprotected passwords and, I hope you agree, “Operator1”, “SamFox” or “Admin123” do not reflect our innovative nature (and might even be taken as an insult). I believe we can do much better than that and encourage you to be Creative@CERN! So take up this small challenge. I am sure you can do better than your colleagues! Your good password, however, must be private...
Mardia Hi. Rahman
Creative thinking ability development is needed to be implemented by every educator including lecturers to their students. Therefore, they need to seriously act and design their learning process. One of the ways to develop student’s creative thinking is using discovery learning model. This research is conducted in physics education study program in 2016 with students who took learning and teaching class as research subject. From the research analysis result and discussion, it can be concluded...
C. Z. Goncharov
Full Text Available The paper denotes the vital need for the human-centered pro jects of education updates and develops the idea of the culture adequacy raised by Y. V. Larin in «Education in search of the adequacy principle». The author regards culture as a creative basis for upbringing the young generation, and provides the detailed analysis of its semantic content; in his opinion, culture contains neither value neutral nor destructive connotations. The world of culture incorporates the model samples of human subjectivity, based on the main criterion of perfection. By revealing the model samples of cultural heritage to students, a teacher develops their general cultural competences and the related individual, professional and civic qualities. Consequently, the author argues that socio-economic and political problems, including the renovation of social institutions and industrial spheres, can be solved by cultivating and developing the universality and integrity of productive and creative human forces. Additionally, the paper proves the impossibility of separate development of the general cultural and professional competences in educational process.
Kelley, Tom; Kelley, David
Most people are born creative. But over time, a lot of us learn to stifle those impulses. We become warier of judgment, more cautious more analytical. The world seems to divide into "creatives" and "noncreatives," and too many people resign themselves to the latter category. And yet we know that creativity is essential to success in any discipline or industry. The good news, according to authors Tom Kelley and David Kelley of IDEO, is that we all can rediscover our creative confidence. The trick is to overcome the four big fears that hold most of us back: fear of the messy unknown, fear of judgment, fear of the first step, and fear of losing control. The authors use an approach based on the work of psychologist Albert Bandura in helping patients get over their snake phobias: You break challenges down into small steps and then build confidence by succeeding on one after another. Creativity is something you practice, say the authors, not just a talent you are born with.
Locker, Craig T.
There is a current push for STEM education within the U.S.; however current studies show that students' interest to pursue STEM fields is decreasing as they progress through high school. This lose in interest has shown to have a strong tie to students' perceived levels of motivation towards the subject. The question that this studied set out to answer was if user centered design (UCD) would affect students perceived level of motivation. For this study a treatment of UCD was compared to a traditional high school engineering design curriculum, with the goal to identify if UCD would have a positive effect on the students perceived level of motivation. 59 9th grade high school students from an urban Midwestern city were selected to participate. Students were given a pre and posttest to determine their levels of motivation before and after the comparison or treatment. Analysis showed that students perceived level of intrinsic and extrinsic motivation significantly went up in the treatment group. The study concluded that due to the ease of implementation and low cost of deployment that UCD should be introduced into high school design challenges that focus on developing a solution for an external stakeholder.
Focuses on how music teachers can make choral rehearsals more interesting for students by incorporating creative lessons and activities. Explores what it means to be creative and includes examples of creative lessons that can be used in the choral rehearsal. (CMK)
Al-Maqrashi, Zainab; Al-Lawati, Yasser; Al-Sadi, Amira; Al-Wahaiby, Malak; Lakhtakia, Ritu
'Walk with us…' reflects on a series of innovative educational journeys that have offered value addition in cancer education of health professions students. It provides an insight into interdisciplinary peer education through extra-curricular pathways. It taps on student creativity and inspirational techniques in health education that stimulate student-centered learning.
Robinson, Joyce Robin
The purpose of this study was to examine relationships among environmental influences, changes in domain specific knowledge, and changes in tolerance of ambiguity as well as changes in creativity of individuals majoring in fashion design at four-year universities. This study was based on the confluence theoretical approach which holds that…
Luo, Lingling; Zhou, Chunfang; Zhang, Song
in Mainland China and 703 students in Taiwan. Based on data analysis, we find common characteristics, gender differences, and regional differences in the creativity of female postgraduate students. The female students in both regions are less confident in their abilities in scientific research and innovative...
Hanni, I. U.; Muslim; Hasanah, L.; Samsudin, A.
Creative thinking is one of the fundamental components of 21st-century education that needs to be possessed and developed in students. Thus, the students have the ability to find many alternative solutions to solve problems in physics learning. The study aimed at providing the students’ creative thinking ability on Static Fluid. A case study has been implemented through a single case, namely embedded design. Participants in this study are 27 K-11 students. The instrument utilized is Test for Creative Thinking-Static Fluid (TCT-SF) which has been validated by the experts. The result shows that 10.74 (approximately 35.8%) of the maximum scores. In conclusion, students’ creative thinking ability on Static Fluid is still stumpy, hence, it is needed to develop creative thinking ability in K-11 students’ context.
Salman Amur Alhajri
Full Text Available The role of creativity in graphic design education has been a central aspect of graphic design education. The psychological component of creativity and its role in graphic design education has not been given much importance. The present research would attempt to study ‘creativity in graphic design education from psychological perspectives’. A thorough review of literature would be conducted on graphic design education, creativity and its psychological aspects. Creativity is commonly defined as a ‘problem solving’ feature in design education. Students of graphic design have to involve themselves in the identification of cultural and social elements. Instruction in the field of graphic design must be aimed at enhancing the creative abilities of the student. The notion that creativity is a cultural production is strengthened by the problem solving methods employed in all cultures. Most cultures regard creativity as a process which leads to the creation of something new. Based on this idea, a cross-cultural research was conducted to explore the concept of creativity from Arabic and Western perspective. From a psychological viewpoint, the student’s cognition, thinking patterns and habits also have a role in knowledge acquisition. The field of graphic design is not equipped with a decent framework which necessitates certain modes of instruction; appropriate to the discipline. The results of the study revealed that the psychological aspect of creativity needs to be adequately understood in order to enhance creativity in graphic design education.
Shahsavari Isfahani, Sara; Hosseini, Mohammad Ali; Fallahi Khoshknab, Masood; Peyrovi, Hamid; Khanke, Hamid Reza
Recently, global nursing experts have been aggressively encouraging nurses to pursue creativity and innovation in nursing to improve nursing outcomes. Nurses' creativity plays a significant role in health and well-being. In most health systems across the world, nurses provide up to 80% of the primary health care; therefore, they are critically positioned to provide creative solutions for current and future global health challenges. The purpose of this study was to explore Iranian nurses' perceptions and experiences toward the expression of creativity in clinical settings and the outcomes of their creativity for health care organizations. A qualitative approach using content analysis was adopted. Data were collected through in-depth semistructured interviews with 14 nurses who were involved in the creative process in educational hospitals affiliated to Jahrom and Tehran Universities of Medical Sciences in Iran. Four themes emerged from the data analysis, including a) Improvement in quality of patient care, b) Improvement in nurses' quality of work, personal and social life, c) Promotion of organization, and d) Unpleasant outcomes. The findings indicated that nurses' creativity in health care organizations can lead to major changes of nursing practice, improvement of care and organizational performance. Therefore, policymakers, nurse educators, nursing and hospital managers should provide a nurturing environment that is conducive to creative thinking, giving the nurses opportunity for flexibility, creativity, support for change, and risk taking.
Background/Context: In spite of the widely acknowledged importance of creativity to society and the economy, scholars have had difficulty providing research-based recommendations for how to foster creativity in schools. The article extends three strands of research that have attempted to provide such recommendations: studies of whether creativity…
Full Text Available We sketch a theory of creativity which centres on the framing of activity by repetitive thinking and action, and sees creativity as divergences from these routines which is thereby framed against them. Without a repetitive frame creativity is impossible. Mere repetition is not creative, even if new. Creativity disrupts a frame, purposefully. Socratic Dialogue is an ancient technique of engaging a student in a dialogue by asking non-leading questions, aimed at revealing to the student how much knowledge he or she already has on some topic: Socrates’ demonstration to the slave-boy (and the audience that the boy already knows geometry (without any schooling is the founding example. We aim to illustrate that internalising the Socratic kind of reflective self-questioning and co-questioning is intimately related to the view of creativity as the reframing of routine. Therefore, we have qualitatively analysed primary and secondary school pilots in Greece, Austria and the United Kingdom. The illustrations of facilitated Socratic Dialogues with children and young people have been derived from the analysis of 14 Socratic Dialogues involving a total number of 97 students. This paper outlines the Socratic Dialogue as a method of both researching and teaching creative thinking, and it reveals that the Socratic method dovetails with this conception of co-creativity. As a research method, Socratic Dialogue aims to elicit information concerning reasoning processes and shared experiences. As a teaching method, Socratic Dialogue aims to get students to internalise the public methodology of Socratic Dialogue, and to adopt it across the range of domains they meet. The students’ use of the internalised method towards enabling creative thinking is illustrated by the experiences of the teaching intervention teams in the C2Learn project, using games to provide occasions for co-creativity.
Hidayat, D.; Nurlaelah, E.; Dahlan, J. A.
The ability of mathematical creative and critical thinking are two abilities that need to be developed in the learning of mathematics. Therefore, efforts need to be made in the design of learning that is capable of developing both capabilities. The purpose of this research is to examine the mathematical creative and critical thinking ability of students who get rigorous mathematical thinking (RMT) approach and students who get expository approach. This research was quasi experiment with control group pretest-posttest design. The population were all of students grade 11th in one of the senior high school in Bandung. The result showed that: the achievement of mathematical creative and critical thinking abilities of student who obtain RMT is better than students who obtain expository approach. The use of Psychological tools and mediation with criteria of intentionality, reciprocity, and mediated of meaning on RMT helps students in developing condition in critical and creative processes. This achievement contributes to the development of integrated learning design on students’ critical and creative thinking processes.
Chen, Shiue; Walsh, Sandra M
Nursing students worldwide have little interest in caring for a growing elder population. The purpose of this study, based on self-transcendence theory, was to test the effectiveness of a creative-bonding intervention (CBI) to promote self-transcendence and positive attitudes towards elders in Taiwanese nursing students. A quasi-experimental design was used to compare a CBI group (n = 100) with a friendly visit (FV) control group (n = 94). ANCOVA results indicated that after the intervention, the CBI group had significantly more positive attitudes towards elders than the FV group. Nursing school faculty may want to promote art-making activities between students and elders to foster students' interest in elder care.
Student-centered learning has been conceived as a Western export to the East and the developing world in the last few decades. Philosophers of education often associate student-centered learning with frameworks related to meeting the needs of individual pupils: from Deweyan experiential learning, to the "pedagogy of the oppressed" and…
Pfeiffer, Ferris M; Bauer, Rachel E; Borgelt, Steve; Burgoyne, Suzanne; Grant, Sheila; Hunt, Heather K; Pardoe, Jennie J; Schmidt, David C
The creative process is fun, complex, and sometimes frustrating, but it is critical to the future of our nation and progress in science, technology, engineering, mathematics (STEM), as well as other fields. Thus, we set out to see if implementing methods of active learning typical to the theater department could impact the creativity of senior capstone design students in the bioengineering (BE) department. Senior bioengineering capstone design students were allowed to self-select into groups. Prior to the beginning of coursework, all students completed a validated survey measuring engineering design self-efficacy. The control and experimental groups both received standard instruction, but in addition the experimental group received 1 h per week of creativity training developed by a theater professor. Following the semester, the students again completed the self-efficacy survey. The surveys were examined to identify differences in the initial and final self-efficacy in the experimental and control groups over the course of the semester. An analysis of variance was used to compare the experimental and control groups with p engineering design following the semester of creativity instruction. The results of this pilot study indicate that there is a significant potential to improve engineering students' creative self-efficacy through the implementation of a "curriculum of creativity" which is developed using theater methods.
Full Text Available With rapid cultural, demographical and economic changes in knowledge oriented economy, employee creativity has become a challenge for organizations, as this works as a core competence. We suggest that leaders with ethical commitment help to nourish creativity in employees. Using social learning theory, authors examined the influence of ethical leadership on employee creativity through the mediation of self-efficacy. This study also explored the moderating role of uncertainty avoidance between the relationship of ethical leadership and employee creativity. Data was collected from 180 employees along with their supervisors from four different telecommunication companies working in Pakistan. The questionnaire was adopted and tested on the criteria of five point Likert scale. Regression and Correlation tests were used to check hypothesis. Supervisors of these four companies evaluated the creativity of the selected staff member groups while the employees and staff members reported the perceptions about their supervisors in terms of ethical leadership. Results showed that ethical leadership was positively related to employee creativity and this relationship was mediated by self-efficacy and this mediation was partial. There was significant negative relationship between uncertainty avoidance and employee creativity, this is the main aspect of present study. According to the results uncertainty is negatively associated with the employee creativity it means high uncertainty results in low creativity of employees. This study was conducted in Pakistani context where uncertain attitude is very common in society so uncertainty avoidance affects creativity of the employee in Pakistani organizations. Our study offer practical implications for telecommunication companies in order to achieve competitive advantage by enhancing employee creativity, as employee creativity makes organization creative.
Permatasari, H. R.; Wahyudin, W.
Mathematical creative thinking skill is one of the most important capabilities in the present century, both for men and women. One of the current issues is about gender and how gender mainstreaming can be realized optimally. The purpose of this study is to determine the comparison of the mathematical creative thinking skill increasing between male and female students after the application of Team Games Tournament (TGT) learning. This research was conducted at 28 students in the 4th grade of an elementary school in Bandung City. The research method used is quasi experiment because it is aimed to test wether there are differences in mathematical creative thinking skill improving between male and female students after being treatment in the form of learnig with TGT. The result of this research is that there is no difference in mathematical creative thinking skill improving between male and female students after the application of TGT learning. It is influenced by some factors such as how the teacher treats male and female with the same treatment in learning process. Recommendation of this research that can be done further research about this topic more deeply. Beside that, the teacher especially in elementary school can use the TGT learning application to reduce the gap between male and female students during the learning process.
Ulfah, U.; Prabawanto, S.; Jupri, A.
The research aims to investigate the differences in enhancement of students’ mathematical creative thinking ability of those who received problem posing approach assisted by manipulative media and students who received problem posing approach without manipulative media. This study was a quasi experimental research with non-equivalent control group design. Population of this research was third-grade students of a primary school in Bandung city in 2016/2017 academic year. Sample of this research was two classes as experiment class and control class. The instrument used is a test of mathematical creative thinking ability. Based on the results of the research, it is known that the enhancement of the students’ mathematical creative thinking ability of those who received problem posing approach with manipulative media aid is higher than the ability of those who received problem posing approach without manipulative media aid. Students who get learning problem posing learning accustomed in arranging mathematical sentence become matter of story so it can facilitate students to comprehend about story
The purpose of my Bachelor's degree thesis is to analyse creativity and possibilities of development of creativity. The thesis is composed of nine chapters, each of them dealing with different aspect of creativity. Introductory chapter defines term creativity from different points of view as well problems connected with its defining. Then is provided an outline of historical concepts of creativity. Next part of text examines creative personality, deals with concept of creative personality, Gu...
Cheng, Ya-Yun; Chien, Chin-Chen; Wang, Shiow-Jen
This study employs the Torrance Tests of Creative Thinking to investigate the effects of accounting and business curriculums on students' verbal and figurative creativity via the Solomon four-group design. The subjects are accounting and business administration students in Taiwan, where these two curriculums are similar to their counterparts in…
Matore, Mohd Effendi @ Ewan Mohd; Khairani, Ahmad Zamri
This study aims to identify other challenges besides those already faced by students, in seven polytechnics in Malaysia as a continuation to the previous research that had identified 52 main challenges faced by students using the Rasch Model. The explorative study focuses on the challenges that are not included in the Mooney Problem Checklist (MPCL). A total of 121 polytechnic students submitted 183 written responses through the open questions provided. Two hundred fifty two students had responded from a students' perspective on the dichotomous questions regarding their view on the challenges faced. The data was analysed qualitatively using the NVivo 8.0. The findings showed that students from Politeknik Seberang Perai (PSP) gave the highest response, which was 56 (30.6%) and Politeknik Metro Kuala Lumpur (PMKL) had the lowest response of 2 (1.09%). Five dominant challenges were identified, which were the English language (32, 17.5%), learning (14, 7.7%), vehicles (13, 7.1%), information technology and communication (ICT) (13, 7.1%), and peers (11, 6.0%). This article, however, focus on three apparent challenges, namely, English language, vehicles, as well as computer and ICT, as the challenges of learning and peers had been analysed in the previous MPCL. The challenge of English language that had been raised was regarding the weakness in commanding the aspects of speech and fluency. The computer and ICT challenge covered the weakness in mastering ICT and computers, as well as computer breakdowns and low-performance computers. The challenge of vehicles emphasized the unavailability of vehicles to attend lectures and go elsewhere, lack of transportation service in the polytechnic and not having a valid driving license. These challenges are very relevant and need to be discussed in an effort to prepare polytechnics in facing the transformational process of polytechnics.
Outlines the differences between left-brain and right-brain functioning and between left-brain and right-brain dominant individuals, and concludes that creativity uses both halves of the brain. Discusses how both students and curriculum can become more "whole-brained." (Author/JM)
Davis, Tara C.; Lu', Hùng
This paper describes the results of a two-semester-long study of the effects of student-centered instruction on Precalculus courses. We also describe our teaching approaches centering around students, which include a mixture of lectures, student presentations, group work, discussion, and guided investigations. Students were taught with either the…
Niu, Weihua; Zhou, Zheng; Zhou, Xinlin
Using Amabile's componential theory of creativity as a framework, this paper analyzes how Chinese mathematics teachers achieve creative teaching through acquiring in-depth domain-specific knowledge in mathematics, developing creativity-related skills, as well as stimulating student interest in learning mathematics, through well-crafted,…
Dailey, Rocky; Hauschild-Mork, Melissa
This study takes a grounded theory approach as a basis for a case study examining a cross-disciplinary artistic and academic collaborative project involving faculty from the areas of English, music, dance, theatre, design, and visual journalism resulting in the creation of research, scholarly, and creative activity that fosters student engagement…
Schuster, Gerd; Hammer, Jens; Brem, Alexander
Based on the influence of personal, cultural and gender differences, this article deals with the perception of creative images in light of their increasing importance for successful advertising campaigns. The authors conduct a literature review of relevant material on advertising creativity...... with an international perspective. The study will present results of a survey given to international students and young professionals with a cultural background from more than 35 countries. Results indicate that culture has an influence on the perception of advertising creativity, while cultures with a high level...
The rapid pace at which societal changes have occurred in our culture has presented a tremendous challenge to higher education. A major attempt to meet this challenge has been the Tomorrow's Higher Education (THE) Project. The goal of the THE Project is to reconceptualize student affaris work in a way that will provide a measure of creative input…
Moore-Russo, Deborah; Wilsey, Jillian N.; Parthum, Michael J., Sr.; Lewis, Kemper
As college students enter engineering, they face challenges when they navigate across various transitions. These challenges impact whether a student can successfully adapt to the rigorous curricular requirements of an engineering degree and to the norms and expectations that are particular to engineering. This article focuses on the transitions…
McAllister, Margaret; Levett-Jones, Tracy; Downer, Teresa; Harrison, Penelope; Harvey, Theresa; Reid-Searl, Kerry; Lynch, Kathy; Arthur, Carol; Layh, Janice; Calleja, Pauline
Simulation in nursing is a flourishing area for nurse educators' practice. Defined as learning that amplifies, mimics or replaces real-life clinical situations, simulation aims to give students opportunity to reason through a clinical problem and make decisions, without the potential for harming actual patients. Educators in nursing are contributing to simulation learning in diverse and creative ways. Yet much of their craft is not being widely disseminated because educators are not always confident in publishing their work. This paper aims to stimulate creative development in simulation by providing short summaries, or snapshots, of diverse approaches that nurse educators are using. The objective is to inspire others to share other ideas in development or in practice that are improving learning for nursing students and practitioners, so that simulation scholarship is advanced. The snapshots presented range from approaches that: better support educators to attend to the whole process of simulation education, give students quick access to short skill-based videos, orientate students to the laboratory environment, harness the power of the group to develop documentation skills, use simulation to enrich lectures, develop multidisciplinary knowledge, and finally, which teach therapeutic communication with children in a fun and imaginative way. Copyright © 2013 Elsevier Ltd. All rights reserved.
Full Text Available Based on creativity component theory, creativity system theory and creative self-efficacy theory, this study aims to explore the influence of college students’ aesthetics experience and creative self-efficacy on their creativity and the role of creativity instruction as a mediator variable. The participants were 338 college design majors in 50 teams who were working on their graduation exhibitions, and 50 advising professors from departments related to design. Hierarchical Linear Models were applied for analysis. The result showed that instruction on enhancing students’ creative intention positively affect students’ aesthetics experience. Students’ aesthetics experience affects their creativity and creative self-efficacy. Creativity instruction with focus on creativity skills by means of promoting aesthetic attitude, aesthetic understanding, and offering complete experiences had a moderating effect on students’ perception toward creative product. However, there was a negative moderating effect of creative instruction on perceived aesthetic pleasure and students’ perception toward creative product. There was no moderating effect of creative instruction on the relationship between students’ creative self-efficacy and creativity. Accordingly, the study concluded that in order to enhance students’ creativity, universities should stress on the development of students’ aesthetics experiences and re-evaluation of approaches to creativity instruction.
Chanthala, Chumpon; Santiboon, Toansakul; Ponkham, Kamon
To investigate the effects of students' activity-based on learning approaching management through the STEM Education Instructional Model for fostering their creative thinking abilities of their learning achievements in physics laboratory classroom environments with the sample size consisted of 48 students at the 10th grade level in two classes in Mahasarakham University Demonstration School(Secondary Division) in Thailand. Students' creative thinking abilities were assessed with the with the 24-item GuilfordCreative Thinking Questionnaire (GCTQ). Students' perceptions of their physics classroom learning environments were obtained using the 35-item Physics Laboratory Environment Inventory (PLEI). Associations between students' learning achievements of their post-test assessment indicated that 26% of the coefficient predictive value (R2) of the variance in students' creative thinking abilities was attributable to their perceptions for the GCTQ. Students' learning outcomes of their post-test assessment, the R2value indicated that 35% of the variances for the PLEI, the R2value indicated that 63% of the variances for their creative thinking abilities were attributable to theiraffecting the activity-based on learning for fostering their creative thinking are provided.
Tatag Yuli Eko Siswono
Full Text Available Many researchers assume that people are creative, but their degree ofcreativity is different. The notion of creative thinking level has beendiscussed .by experts. The perspective of mathematics creative thinkingrefers to a combination of logical and divergent thinking which is basedon intuition but has a conscious aim. The divergent thinking is focusedon flexibility, fluency, and novelty in mathematical problem solving andproblem posing. As students have various backgrounds and differentabilities, they possess different potential in thinking patterns,imagination, fantasy and performance; therefore, students have differentlevels of creative thinking. A research study was conducted in order todevelop a framework for students’ levels of creative thinking inmathematics. This research used a qualitative approach to describe thecharacteristics of the levels of creative thinking. Task-based interviewswere conducted to collect data with ten 8thgrade junior secondary schoolstudents. The results distinguished five levels of creative thinking,namely level 0 to level 4 with different characteristics in each level.These differences are based on fluency, flexibility, and novelty inmathematical problem solving and problem posing.Keywords: student’s creative thinking, problem posing, flexibility,fluency, novelty DOI: http://dx.doi.org/10.22342/jme.1.1.794.17-40
Lille, Benjamin; Romero, Margarida
Creativity is a key competence in 21st century education. Among the active learning pedagogies which aims to develop creativity, learning by making is an emerging approach in which the students are engaged in the co-creation of a shared artefact. In this study, we aim to analyse the creativity competency through a maker-based projects.…
Al-Dababneh, Kholoud A.; al-Masa'deh, Mu'tasem M.; Oliemat, Enass M.
This study aims to investigate the effects of a training programme in creativity on developing creative abilities among 9-10-year-old children with visual impairment in Jordan. The study sample consisted of 41 students from fourth and fifth grades, who were randomly selected and divided into two experimental groups and two control groups. To…
Kim, Kyong-Jee; Hwang, Jee-Young
This study investigated characteristics of medical teachers who have adopted student-centered teaching methods into their teaching. A 24-item questionnaire consisted of respondent backgrounds, his or her use of student-centered teaching methods, and awareness of the school's educational objectives and curricular principles was administered of faculty members at a private medical school in Korea. Descriptive statistics and chi-square analysis were conducted to compare faculty use of student-centered approaches across different backgrounds and awareness of curricular principles. Overall response rate was 70% (N=140/200), approximately 25% (n=34) of whom were using student-centered teaching methods. Distributions in the faculty use of student-centered teaching methods were significantly higher among basic sciences faculty (versus clinical sciences faculty), with teaching experiences of over 10 years (versus less than 10 years), and who were aware of the school's educational objectives and curricular principles. Our study indicates differences in medical faculty's practice of student-centered teaching across disciplines, teaching experiences, and their understanding of the school's educational objectives curricular principles. These findings have implications for faculty development and institutional support to better promote faculty use of student-centered teaching approaches.
Parry, Zen; Baird, Craig
Introducing creative elements into the syllabus and pedagogy of an Entrepreneurship class in a business school can be a risky endeavour for an educator and students alike. Populating the class with students from traditionally risk-averse cultures provides opportunities for everyone involved. Identifying the core behavioural issues for students in…
The library media center is hosting an all-school team challenge, designed to celebrate reading and library skills. Students could choose from the contest categories like "Lord of the Rings", "Harry Potter", Author Facts Challenge and Opening Lines Challenge for the competition and those students who read more challenging books show their…
Luo, Lingling; Zhou, Chunfang; Zhang, Song
This paper aims to explore the changes of supervision model in higher education in relation to fostering creative Ph.D. students in China. The changes are being made from the traditional Apprentice Master Model (AMM) to the modern Collaborative Cohort Model (CCM). According to the results...
Kurniasari, H.; Sukarmin; Sarwanto
The purpose of this research are to analyze the the properness of contextual teaching and learning (CTL)-based science module for Junior High School for increasing students’ creativity and using CTL-based science module to increase students’ learning creativity. Development of CTL-based science module for Junior High School is Research and Development (R&D) using 4D Model consist of 4 steps: define, design, develop, and disseminate. Module is validated by 3 expert validators (Material, media, and language experts), 2 reviewer and 1 peer reviewer. . Based on the results of data analysis, it can be concluded that: the results of the validation, the average score of CTL-based science module is 88.28%, the value exceeded the value of the cut off score of 87.5%, so the media declared eligible for the study. Research shows that the gain creativity class that uses CTL-based science module has a gain of 0.72. Based on the results of the study showed that CTL-based science module effectively promotes creativity of students
Full Text Available Using a grounded theory research design, this paper examined the collaborative learning experiences of secondary school students in Singapore. The core phenomenon that emerged was the need for social interactions in collaborative learning, both in classroom and online settings. Educators often take for granted that effective collaborative learning will occur naturally once students are assigned to work in groups. In examining students’ dissatisfaction when working in groups, this study highlighted the importance of surfacing these hidden assumptions for careful scrutiny. The key factors identified were centered on the need to address social challenges within collaborative learning. These included a pragmatic, results-oriented approach with limited interpersonal engagement used by students that can compromise collaborative learning outcomes. Having a deeper understanding of the challenges that resulted from limited social interactions provides educators with insights when designing classroom and online learning activities. This paper contributes to the understanding of groups’ active learning to inform pedagogical practices for educators engaged in designing better collaborative learning experiences. Educators and curriculum designers need to be aware of the social drawbacks in collaborative learning in order to design a more socially engaging learning environment.
Two students show the Lego (TM) Challenge device they designed and built to operate in the portable drop tower demonstrator as part of the second Dropping in a Microgravity Environment (DIME) competition held April 23-25, 2002, at NASA's Glenn Research Center. Competitors included two teams from Sycamore High School, Cincinnati, OH, and one each from Bay High School, Bay Village, OH, and COSI Academy, Columbus, OH. DIME is part of NASA's education and outreach activities. Details are on line at http://microgravity.grc.nasa.gov/DIME_2002.html.
Emmanuel, Elizabeth; Collins, Diane; Carey, Melissa
Creative art as part of assessment in nursing is a powerful alternative to traditional methods of promoting engagement for students who have different learning styles, and who value engagement in creative activities. This paper describes an innovative assessment approach for first year nursing students which addressed the development of a beginning knowledge base in therapeutic communication as well as critical thinking and writing skills. Each student was asked to design a wearable mask to display an abstract interpretation of the therapeutic communication skills required as a nursing student, followed by a discussion about therapeutic nursing communication. Results from an evaluation of the assessment are described using Bigg's (1995) structure of observed learning outcome (SOLO) taxonomy. Seventy percent of students (n=35) found the new assessment to be an effective learning strategy. As a creative exercise, 82% (n=41) found the assessment to have engaged them at a personal level. More effort is needed for innovative assessment strategies to promote student engagement. Use of a creative assessment approach that incorporates art creation shows much promise in bridging the gap from a superficial understanding of concepts to an understanding characterised by deeper learning. Copyright © 2010 Elsevier Ltd. All rights reserved.
Amabile, Teresa M.
Conditions are examined under which the imposition of an extrinsic constraint upon performance of an activity can lead to decrements in creativity. Female college students worked on an art activity either with or without the expectation of external evaluation. In addition, subjects were asked to focus upon either the creative or the technical…
Wilhelm, Dalit; Zlotnick, Cheryl
Two tools were created to help international students to better understand culture by becoming more astute observers of nonverbal behaviors, particularly behaviors depicting emotions among Norwegian students. The two tools were a trilingual list of words illustrating emotions and an exercise with images to practice verbalizing their observations of emotional expression. Students compared the subdued behaviors of Norwegians to the Israelis' very vivid behaviors. The intense emotional expression of Israelis influenced their interpretations. By making comparisons and through the experiences with Israelis, they learned more about culture and their own emotional expression. Creative strategies can contribute to students understanding and reflection of patients in a different culture. Encouraging students to grasp the nuances of emotional expression is part of understanding a different culture. Students, like faculty, learn that self-exploration is an evolving process that requires checking out one's assumptions and interpretations. © The Author(s) 2013.
Obrenovic, Z.; Gasevic, D.; Eliëns, A.
Using opportunistic software development principles in computer engineering education encourages students to be creative and to develop solutions that cross the boundaries of diverse technologies. A framework for opportunistic software development education helps to create a space in which students
Holm, J.; Sandoz, C.; Dickenson, J.; Lee, J.C.; Smith, A.M.
The public is concerned about how the shipping and handling of radioactive materials affects them and their environment. Through exhibit showings doing professional education conferences and smaller, focussed workshops, the United States Department of Energy (DOE) has found teachers and students to be an especially interested audience for hazardous and radioactive materials transportation information. DOE recognizes the importance of presenting educational opportunities to students about scientific and societal issues associated with planning for and safely transporting these types of materials. Raising students' and educators' awareness of hazardous and radioactive materials transport through creative classroom materials and exhibits may help them make informed decisions as adults about this often controversial and difficult issue
Kapoula, Zoï; Ruiz, Sarah; Spector, Lisa; Mocorovi, Marion; Gaertner, Chrystal; Quilici, Catherine; Vernet, Marine
Are dyslexic children and teenagers more creative than non-dyslexic children and teenagers? Whether creativity is higher in dyslexia, and whether this could be related to neurological development specific to the dyslexic disorder, or to compensatory strategies acquired later in life, remains unclear. Here, we suggest an additional role of differential educational approaches taken in each school that could either enhance or suppress an already higher baseline creativity of dyslexic children and teenagers. Creativity in dyslexic and non-dyslexic children and teenagers from different schools in France and in Belgium, as well as in students from different universities, was evaluated with the Torrance Test of Creative Thinking (TTCT). Children and teenagers with dyslexia and/or with other similar dysfunctions showed higher creativity scores than non-dyslexic participants. Moreover, the educational approach could further enhance the creative scores in dyslexia, which could be as high as those measured in students from art universities. We conclude that dyslexic children and teenagers can be highly creative. Yet, expression of creativity can be modulated by educational approach, indicating a probable advantage for personal follow-up compared to normalizing education strategies.
O'Sullivan, Muireann; Robb, Nigel; Howell, Stephen; Marshall, Kevin; Goodman, Lizbeth
Twice exceptional learners are intellectually or creatively gifted yet also experience one or more learning difficulties. These students face a unique set of challenges in educational settings. Recommended strategies for accommodating twice exceptional learners focus on--among other things--(1) providing freedom and variety, so that students can…
Sri Wahyu Lelly Hana Setyanti
Full Text Available The creative industry in Indonesia has contributed positively to the national economic growth. Creative industry grows from the creativity and innovation performance of the business actors. The challenge of creative industry is how to completely understand the creative and innovative processes in business management. Therefore it requires an approach that combines the synergy between academicians entrepreneurs government and society in a quadruple helix model. The objective of this research is to develop a creativity model through a quadruple helix model in improving innovation performance of the creative industry.
Objective. To assess whether the capacity for creative thinking among medical students is related to academic advancement. Design, setting, subjects, outcome measures. A timed word association test standardised and scored to assess the tendency for creative thinking was administered to 22 development programme ...
Bates Prins, Samantha C.
This paper provides an example of how student-centered instruction can be used in a theoretical statistics class. The author taught a two-semester undergraduate probability and mathematical statistics sequence using primarily teacher-centered instruction in the first semester and primarily student-centered instruction in the second semester. A…
Lau, Kung Wong; Lee, Pui Yuen
This paper discusses the roles of simulation in creativity education and how to apply immersive virtual environments to enhance students' learning experiences in university, through the provision of interactive simulations. An empirical study of a simulated virtual reality was carried out in order to investigate the effectiveness of providing…
Delane Ingalls Vanada
Arts-based methods of inquiry with multiple forms of data, regarding both students’ and researcher’s lived experiences resulted in new artforms and informed praxis. After a student survey was determined the best way to poll perceptions about their learning in a more constructivist environment, the author’s Mixed Parallaxic Praxis method emerged from this study. Key findings indicated students’ increased openness to other perspectives and to cultural and creative experiences, increased engagement and a personal desire/thirst to create art, and a personal confidence to analyze art—despite their lack of former experience with artmaking or art instruction in high school. Qualitative and survey data informed how learner-centered practices enhance students’ self-beliefs about their abilities as creative learners, so important to overall motivation and capacity to learn overall.
This book contains an evidence-based pedagogic guide to enable any motivated teaching/training professional to be able to teach effectively and creatively. It firstly summarises the extensive research field on human psychological functioning relating to learning and how this can be fully utilised in the design and facilitation of quality learning experiences. It then demonstrates what creativity actually 'looks like' in terms of teaching practices, modelling the underpinning processes of creative learning design and how to apply these in lesson planning. The book, having established an evidence-based and pedagogically driven approach to creative learning design, extensively focuses on key challenges facing teaching professionals today. These include utilising information technologies in blended learning formats, differentiating instruction, and developing self-directed learners who can think well. The main purpose of the book is to demystify what it means to teach creatively, explicitly demonstrating the pr...
Al-Zahrani, Abdulrahman M.
This study aimed to investigate the impact of the flipped classroom on the promotion of students' creative thinking. Students were recruited from the Faculty of Education at King Abdulaziz University in Saudi Arabia during the first semester of 2014. A multiple method research design was used to address the research questions. First, a two-group…
Matthews, Marsha Little
Creativity is the central source of meaning for humans and is inseparable from critical thinking. Creativity and critical thinking are required in the fields of communication, public relations, and advertising. Most college students know the "rules" of the "game" of schooling, but for the majority, creativity has been all but extinguished by the…
Meyer, Elizabeth J.; Tilland-Stafford, Anika; Airton, Lee
Context: A growing body of work reflects the ways in which gender-creative and transgender students are ill-served by current social climates in the vast majority of public schools. Few studies have explored this topic from an educator's perspective. Purpose: This study was designed to develop a conception of the barriers and supports that exist…
Full Text Available Previous research suggests that creativity training can be effective in academic settings and that teachers in particular can have an impact on creativity. Furthermore, creativity is one of many transferable skills in higher education that will benefit students when they enter the workforce. This study extends research on creativity training and transferable skills in higher education, using data from the Senior Transitions topical module of the National Survey of Student Engagement (NSSE. Responses from over 48,000 seniors at 227 different U.S colleges and universities were used to explore curricular differences across disciplinary fields as well as how exposure to creative coursework can predict confidence in numerous skills and abilities. Exploratory and confirmatory factor analysis provided support for a measure of exposure to creative coursework, and an ANOVA suggested significant differences by major fields, with arts majors showing a distinct advantage. Results from ordinary least squares regression models found that even after controlling for several demographic and institutional characteristics, creative coursework is a significant positive predictor of confidence in several different skills and abilities that are important for adapting to traditional and non-traditional work settings, including creative thinking, critical thinking, entrepreneurial skills, and networking abilities. Potential reasons for these patterns of results are discussed. These findings can help to inform curricular and programming enhancements for college students across all major fields, helping to better prepare them for their futures in various workplace settings.
Luna, Elizabeth; Ernst, Jeremy; Clark, Aaron; DeLuca, V. William; Kelly, Daniel
Educators often hear about the need for students to be more creative, more free-thinking, and more exploratory throughout projects and class assignments. This article will highlight the importance of creating and implementing an open-classroom environment where students are confident in their ability to ask questions and capable of exploring a…
Full Text Available The paper focuses on how adolescents aged 14—16 years use the topic of life and death in their verbal creativity. The authors carried out an experimental research on the genesis of this process and describe how the topic evolves as a specific new formation of verbal creativity in adolescence. At the center of the research were conditions of verbal creativity. The subjects in three samples (traditional learning; spontaneous development; project-based-learning were asked to write an essay on any topic; these essays were subsequently assessed using content analysis. The outcomes revealed that the topic of life and death is likely to appear in the essays of those adolescents whose reference group is more comfortable psychologically. The literary merit of writing statistically correlates with the effectiveness of verbal creativity acquisition. In its psychological content the topic was actually a challenge, a manifestation of rebellion of a young man, an important attempt to get closer to the hidden boundary of the known, a significant step in initiation.
EIGBEONAN Andrew B.
Full Text Available The aim of this paper is to search and find methods of fostering creativity or ideas relating to creativity in teaching the arch-design studio. Teaching creativity through its methods will be making the students grounded in designing with creativity ideas and therefore we can have professionals that design and build with satisfaction, safety and complementary. It means we can have real buildings and places that satisfy our clients, the society and in harmony with the environment. Although there are similarities in the curricula of training architects all over the world, but educators go about it in their own convenient and suitable ways and styles. The ideas of creativity have been part of architecture from the onset, but are not deligently applied and also not formally incorporated in the curricula of training. The topic is also very relevant and timely as arch-educators and other stakeholders are of the opinion that something has to be done to improve the ways and methods of training architects, especially the teaching of the arch-design studio with regards to creativity. Through exploration of literature and interviews (physical and telephone call this paper finds methods of stimulating creativity ideas in the teaching of arch-design studio. Some of the methods of motivating creativity found in teaching the arch-design studio are: analogy, metaphors, biomimicry, brainstorming, attribute listing, mental map, TRIZ, restrictions, charrette, browsing, excursions, focus groups, other peoples viewpoints, using crazy ideas, using experts, visualizing a goal, working with dreams and images and giving students design tools such as drawings CAD and model making.
Recognizing the increasing popularity of skateboarding, the author has found a project that teaches design and manufacturing concepts--and, of equal importance, really gets his students motivated. He challenges them to design and build a skateboard rack that mounts easily on a bicycle. The project benefits students by teaching creativity, the…
Bernal, Ana; Esparza, Javier; Ruiz, María-José; Ferrando, Mercedes; Sainz, Marta
Introduction: This work tackles the question about the nature of creativity as a general vs. domain-specific ability. First we deal with the concept of creativity and then, the main approaches to the debate of generality vs. specificity are exposed. Method: A total of 133 students attending 3rd grade of secondary education in Murcia Region took…
Kozhevnikov, Maria; Kozhevnikov, Michael; Yu, Chen Jiao; Blazhenkova, Olesya
Despite the recent evidence for a multi-component nature of both visual imagery and creativity, there have been no systematic studies on how the different dimensions of creativity and imagery might interrelate. The main goal of this study was to investigate the relationship between different dimensions of creativity (artistic and scientific) and dimensions of visualization abilities and styles (object and spatial). In addition, we compared the contributions of object and spatial visualization abilities versus corresponding styles to scientific and artistic dimensions of creativity. Twenty-four undergraduate students (12 females) were recruited for the first study, and 75 additional participants (36 females) were recruited for an additional experiment. Participants were administered a number of object and spatial visualization abilities and style assessments as well as a number of artistic and scientific creativity tests. The results show that object visualization relates to artistic creativity and spatial visualization relates to scientific creativity, while both are distinct from verbal creativity. Furthermore, our findings demonstrate that style predicts corresponding dimension of creativity even after removing shared variance between style and visualization ability. The results suggest that styles might be a more ecologically valid construct in predicting real-life creative behaviour, such as performance in different professional domains. © 2013 The British Psychological Society.
Full Text Available Telah dilakukan penelitian untuk mengimplementasikan student centered learning dalam praktikum fisika dasar. Berdasarkan pengalaman di jurusan fisika Unesa selama ini, kendala yang dijumpai adalah masih banyak mahasiswa yang belum dapat mandiri dalam melaksanakan kegiatan praktikumnya karena lebih banyak menunggu penjelasan dari pembimbing dan kurang berinisiatif dalam menyelesaikan masalah praktikumnya. Student centered learning (SCL merupakan strategi pembelajaran yang menempatkan mahasiswa sebagai subyek aktif dan mandiri yang bertanggung jawab sepenuhnya atas pembelajarannya. Memperhatikan karakteristik praktikum yang lebih mengarah pada pengembangan keterampilan ilmiah (hard skills dan soft skills mahasiswa dalam mengidentifikasi gejala dan menyelesaikan masalah perlu dilakukan pendekatan pembelajaran yang inovatif yang dapat mengembangkan keterampilan ilmiah mahasiswa secara maksimal. Untuk mengatasi keadaan tersebut, telah diujicobakan suatu mekanisme implementasi SCL dalam praktikum fisika dasar yang diharapkan dapat mengoptimalkan keterampilan praktikum mahasiswa. Efektivitas mekanisme kegiatan praktikum dengan pendekatan SCL tersebut dilihat berdasarkan sejauhmana sasaran yang diinginkan tersebut tercapai. Hasil implementasi student centered learning dalam penelitian ini menunjukkan bahwa: 1 Atribut-atribut student centered learning yang dapat diintegrasikan ke dalam praktikum fisika dasar meliputi: kerja kelompok, diskusi, menulis, presentasi, dan pemecahan masalah. 2 Atribut-atribut softs skills mahasiswa yang bersesuaian dengan atribut-atribut student centered learning yang diintegrasikan ke dalam praktikum fisika dasar adalah: kerjasama merupakan penekanan dari kegiatan kerja kelompok, manajemen diri merupakan penekanan dari kegiatan diskusi, komunikasi tulis merupakan penekanan dari kegiatan menulis, komunikasi lisan merupakan penekanan dari kegiatan presentasi, berfikir kritis dan analitis merupakan penekanan dari pemecahan
Glaveanu, Vlad Petre
the role of tradition and creativity in the life of a rural community. Egg decoration is an old custom, with pre-Christian roots, practiced extensively in the historical region of Bucovina, and relying on a complex system of material artefacts and symbolic elements acquired and enacted by artisans usually...... means the opposite of creativity but the actual vehicle of creative activity and its understanding as a stable cultural system ‘engraved’ in collective memory needs to be challenged. The tradition of egg decoration in Romania is a living and evolving social practice that engages the self and community......This paper addresses the question of how folk art can be, simultaneously, a vehicle for cultural memory and cultural creativity. It takes the case of Romanian Easter egg decoration as a practice situated at the intersection between art, folklore, religion and a growing market, it order to unpack...
Khairullina, Nursafa; Bakhtizin, Ramil; Gaisina, Lyutsiya; Kosintseva, Tamara; Belonozhko, Lidia
Student creativity today is indicative of the successful operation of the higher education institution in the training of specialists. Organizational culture, being a complex of common and shared by all subjects of teaching and educational activity such as values, norms, beliefs, acts as an important integration factor influencing the creative…
Elliott, Steven; Combs, Sue; Huelskamp, Amelia; Hritz, Nancy
Creative K-12 health teachers can engage students in large classes by utilizing active learning strategies. Active learning involves engaging students in higher-order tasks, such as analysis and synthesis, which is a crucial element of the movement toward what is commonly called "learner-centered" teaching. Health education teachers who…
Ritter, S.M.; Mostert, N.
Creative thinking skills can be considered one of the key competencies for the twenty-first century - they allow us to remain flexible and provide us with the capacity to deal with the opportunities and challenges that are part of our complex and fast-changing world. The increased focus on
Full Text Available Process of learning which generally practiced nowadays is mostly in the form of face-to-face (lecturing and one way communication. Sometimes the students are given tasks to fulfill the material target in one semester such as papers, internet-based summary, and/or other articles. Such things cause learners accustomed to convergent thinking and not to divergent thinking. Mind map is one of creative products which conducted by learners in learning process. Learning with mind map focuses more on the activeness and creative activity of the students. It will improve their ability to memorize and strengthen concept understanding of the student, and improve their creative thinking ability. This research was focused to analysis the creative thinking skills students using mind mapping in biotechnology course. The participant was students of Biology Education (N=55 consisting of two team that was team A (N=25 and team B (N=30. The result showed gain value of each team of creative thinking skills which were: team A (0.62 with three category: low (8%, average (40%, and high (52%. Team B (0,04 with three category: low (80%, average (10% and high (10%.
This article argues that creativity and organizational learning can help to challenge the traditional Newtonian and Cartesian mental models and foster more sustainable societies. The recognition and acceptance of creativity by individuals, groups, organizations, and finally society can create new
P. A. Starikov
Full Text Available The paper demonstrates the sociological research findings concerning the students’ ideas of creativity based on the questionnaires and testing of the students of the natural science, humanities and technical profiles at Siberian Federal University over the period of 2007-2011.The author suggests a new method of semantic association analysis in order to identify the latent groups of notions related to the concept of creativity. The range of students’ common opinions demonstrate the obvious trend for humanizing the idea of creativity, considering it as the perfect mode of human existence, which coincide with the ideas of K. Rogers, A. Maslow and other scholars. Today’s students associate creativity primarily with pleasure, self-development, self-expression, inspiration, improvisation, spontaneity; and the resulting semantic complex incorporates such characteristics of creative work as goodness, abundance of energy, integrity, health, freedom and independence, self-development and spirituality.The obtained data prove the importance of the inspiration experience in creative pedagogy; the research outcomes along with the continuing monitoring of students attitude to creativity development can optimize the learning process. The author emphasizes the necessity of introducing some special courses, based on the integral approach (including social, philosophical, psychological, psycho-social and technical aspects, and aimed at developing students’ creative competence.
Chandra, Ashish; Stroube, William B; Willis, William K
A rehabilitation center is another form of health care organization that specializes in providing care for particular conditions of patients. Patients admitted in rehab centers range from being accident victims to those suffering with a specific illness. These organizations are becoming extremely valuable in providing patient care services. However, they have not marketed themselves as aggressively as other health care organizations. This article provides an insight regarding rehab centers and examines marketing issues using a SWOT (strengths, weaknesses, opportunities, and threats) analysis. It further provides some future prospects and challenges for marketers of these organizations.
Full Text Available Creativity is a concept that we encounter every day. We do hear about creative people, admire original art objects or read original books.However, in spite of our capacity to admit, there is a high level of confusion pertaining to the meaning of creativity. The rapid growth of competitionin business and industry is often used as a motivation of the desire to better understand the creative process. Thus, many organizations are forced to improve their old system and products. Managers in Romania must also find new methods and better problem solving ways. An even greater number of problems have little or no precedent, hence the conclusion that there are less tested methods of approach, in this way some positive results being anticipated. Therefore, having a creative ability is an essential skill of each leader. In other words, the creative leaders look for new problems and are successful especially in approaching new challenges.
Tyagi, Tarun Kumar
This study investigated the causal relationship between mathematical creativity and mathematical intelligence. Four hundred thirty-nine 8th-grade students, age ranged from 11 to 14 years, were included in the sample of this study by random cluster technique on which mathematical creativity and Hindi adaptation of mathematical intelligence test…
Hennessey, Beth Ann; Amabile, Teresa M.
The subjective judgment of observers was used to assess verbal creativity. Students, aged 5-10, told a story to accompany a picture series. Teachers rated the stories relative to one another. Interjudge reliability of the creativity measure was highly satisfactory. Two subsequent studies affirmed the results, with slightly lower interjudge…
Granger, E M; Bevis, T H; Saka, Y; Southerland, S A; Sampson, V; Tate, R L
Transforming science learning through student-centered instruction that engages students in a variety of scientific practices is central to national science-teaching reform efforts. Our study employed a large-scale, randomized-cluster experimental design to compare the effects of student-centered and teacher-centered approaches on elementary school students' understanding of space-science concepts. Data included measures of student characteristics and learning and teacher characteristics and fidelity to the instructional approach. Results reveal that learning outcomes were higher for students enrolled in classrooms engaging in scientific practices through a student-centered approach; two moderators were identified. A statistical search for potential causal mechanisms for the observed outcomes uncovered two potential mediators: students' understanding of models and evidence and the self-efficacy of teachers.
Spooner, Catherine; Lavey, Lisa; Mukuka, Chilandu; Eames-Brown, Rosslyn
Funding multi-institution centers of research excellence (CREs) has become a common means of supporting collaborative partnerships to address specific research topics. However, there is little guidance for those planning or managing a multi-institution CRE, which faces specific challenges not faced by single-institution research centers. We…
Jennifer M. Suh
Full Text Available This paper examines the experiences of two elementary teachers’ implementation of mathematical modeling in their classrooms and how the enactment by the teachers and the engagement by students exhibited their creativity, critical thinking, collaboration and communication skills. In particular, we explore the questions: (1 How can phases of mathematical modeling as a process serve as a venue for exhibiting students’ critical 21st century skills? (2 What were some effective pedagogical practices teachers used as they implemented mathematical modeling with elementary students and how did these promote students’ 21st century skills? We propose that mathematical modeling provides space for teachers and students to have a collective experience through the iterative process of making sense of and building knowledge of important mathematical ideas while engaging in the critical 21st century skills necessary in our complex modern world.
Zhou, Chunfang; Nielsen, Jens Frederik Dalsgaard; Kolmos, Anette
In recent years, Problem and Project Based Learning (PBL) has been employed by a growing number of educational institutions to foster creative engineers. This paper aims to explore how PBL can develop creativity in engineering education. Accordingly, a qualitative case study was carried out...... with a student satellite project (AAUSAT3) in the department of electronic systems at Aalborg University in Denmark. Multiple methods including interviews and observation were employed. The analysis of the empirical data leads to the findings and discussions that PBL can foster creative engineers by providing...... conditions of problem analysis and solving, the shift from teaching to learning and team based projects. This research therefore contributes to both theory and practice in the PBL setting of engineering education....
Many creative or flexible work scheduling options are becoming available to the many working parents, students, handicapped persons, elderly individuals, and others who are either unable or unwilling to work a customary 40-hour work week. These options may be broadly categorized as either restructured or reduced work time options. The three main…
Sujatmika, S.; Hasanah, D.; Hakim, L. L.
Quantum learning is a combination of many interactions that exist during learning. This model can be applied by current interesting topic, contextual, repetitive, and give opportunities to students to demonstrate their abilities. The basis of the quantum learning model are left brain theory, right brain theory, triune, visual, auditorial, kinesthetic, game, symbol, holistic, and experiential learning theory. Creativity plays an important role to be success in the working world. Creativity shows alternatives way to problem-solving or creates something. Good memory plays a role in the success of learning. Through quantum learning, students will use all of their abilities, interested in learning and create their own ways of memorizing concepts of the material being studied. From this idea, researchers assume that quantum learning models can improve creativity and memory of the students.
Reynolds, Candyce; Stevens, Dannelle D.; West, Ellen
Creative thinking skills are essential for today's workplace. Three faculty members from different professional schools (business, higher education administration, teacher education) examined student responses to the creative assignments in their courses. The assignments exemplify the following criteria: invited taking risks, encouraged innovative…
Diawati, Chansyanah; Liliasari, Setiabudi, Agus; Buchari
This project-based learning combined the chemistry of separation process using steam distillation with engineering design process in an undergraduate chemistry course. Students built upon their knowledge of phase changes, immiscible mixture, and the relationship between vapor pressure and boiling point to complete a project of modifications steam distillation apparatus. The research method is a qualitative case study, which aims to describe how (1) the creative thinking skills of students emerged during six weeks of theproject, (2) students built steam distillation apparatus characteristics as the project product and (3) students response to the project-based learning model. The results showed that the students had successfully constructed a steam distillation apparatus using plastic kettle as steam generator and distillation flask. A Plastic tubewas used to drain water vapor from steam generator to distillation flask and to drain steam containing essential oil to the condenser. A biscuit tin filled with ice was used as a condenser. The time required until resulting distillate was fifteen minutes. The production of essential was conductive qualitatively by a very strong smell typical of essential oil and two phases of distillate. Throughout the project, students formulated the relevant and varied problem, formulated the goals, proposed the ideas of the apparatus and materials, draw apparatus design, constructed apparatus, tested apparatus, evaluated, and reported the project. Student response was generally positive. They were pleased, interested, more understanding the concepts and work apparatus principles, also implemented new ideas. These results indicate that project-based learning can develop students' creative thinking skills. Based on these results, it is necessary to conduct research and implemented project-based learning to other concepts.
Lasky, Dorothea Shawn
As the US continues to strive toward building capacity for a workforce in STEM fields (NSF, 2006), educational organizations and researchers have constructed frameworks that focus on increasing competencies in creativity in order to achieve this goal (ISTE, 2007; Karoly & Panis, 2004; Partnership for 21st Century Skills, 2007). Despite these recommendations, many teachers either do not believe in the relevance of nurturing creativity in their students (Kaufman & Sternberg, 2007) or accept the importance of it, but do not know how best to foster it in their classrooms (Kampylis et al., 2009). Researchers conclude that teachers need to revise their ideas about the kind of creativity they can expect from their students to reflect the idea of small 'c' versus large 'C' creativity. There is a dearth of literature that looks closely at teacher practice surrounding creativity in the US and gives teachers a set of practical suggestions they can follow easily. I examined five case studies of teachers as they participated in and implemented a large-scale, NSF-funded project premised on the idea that training teachers in 21 st century pedagogies, (for example, problem-based learning), helps teachers create classrooms that increase science competencies in students. I investigated how teachers' curricular choices affect the amount of student creativity produced in their classrooms. Analysis included determining CAT scores for student products and continua scores along the Small 'c' Creativity Framework. In the study, I present an understanding of how teachers' beliefs influence practice and how creativity is fostered in students through various styles of teacher practice. The data showed a relationship between teachers' CAT scores, framework scores, and school context. Thus, alongside CAT, the framework was determined to be a successful tool for understanding the degree to which teachers foster small 'c' creativity. Other themes emerged, which included teachers' allotment of
Akman, Özkan; Alagöz, Bülent
Form of inquiry should be based on cognitive approach, student-centered, question and inquiry-based, free of memorization and focused on high-level cognitive skills (critical-creative thinking and problem-solving) rather than conventional teacher-centered teaching and learning based on memorization and behavioral approach. The life quality of…
Hadinugrahaningsih, Tritiyatma; Rahmawati, Yuli; Ridwan, Achmad
The paper portrays the first year of two-year study in integration Science, Technology, Engineering, Art, and Mathematics (STEAM) in chemistry learning. The research focused on developing 21st-century skills of chemistry students in secondary schools. The 21st-century skills as a set of abilities that students need to develop in facing the future challenge which involves learning, literacy, and life skills. The study was conducted in two secondary schools both public and private school in topics of hydrocarbon, petroleum, solubility, and acid base in year 10 and 11. The qualitative methodology was applied to explore the students' learning experiences and understanding the research context. Data was collected through observation, interview, reflective journal, and 21st-century rubric. The STEAM approach was integrated through modification of project-based learning model. The students had opportunities to develop their own projects by integrating chemistry and STEAM principles to their project. The results show that students have developed their critical and creative thinking, problem-solving skills, collaboration and argumentation skills, leadership and responsibility, information and literacy skills. The researchers faced the challenges of integrating STEAM within the chemistry curricula, empowering students, and managing the teaching and time resources. Students have started to challenge their critical and creative thinking within the existing learning environments. Integrating STEAM into chemistry learning has developed students' 21st-century skills in those three areas. Teachers also learned to develop their competencies for being facilitators and agents of change, in addition to skills development in dealing with students' differences.
Alias, Norlidah; Siraj, Saedah; Daud, Mohd Khairul Azman Md; Hussin, Zaharah
The study examines the effectiveness of Facebook based learning to enhance creativity among Islamic Studies students in the secondary educational setting in Malaysia. It describes the design process by employing the Isman Instructional Design Model. A quantitative study was carried out using experimental method and background survey. The…
Schweizer, T Sophie; Schmalenberger, Katja M; Eisenlohr-Moul, Tory A; Mojzisch, Andreas; Kaiser, Stefan; Funke, Joachim
Which factors influence a human being's ability to develop new perspectives and be creative? This ability is pivotal for any context in which new cognitions are required, such as innovative endeavors in science and art, or psychotherapeutic settings. In this article, we seek to bring together two research programs investigating the generation of creative options: On the one hand, research on option generation in the decision-making literature and, on the other hand, cognitive and clinical creativity research. Previous decision-making research has largely neglected the topic of generating creative options. Experiments typically provided participants with a clear set of options to choose from, but everyday life situations are less structured and allow countless ways to react. Before choosing an option, agents have to self-generate a set of options to choose from. Such option generation processes have only recently moved to the center of attention. The present study examines the creative quality of self-generated options in daily life situations. A student sample (N = 48) generated options for action in 70 briefly described everyday life scenarios. We rated the quality of the options on three dimensions of creativity- originality, feasibility, and divergence -and linked these qualities to option generation fluency (speed and number of generated options), situational features like the familiarity and the affective valence of the situation in which the options were generated, and trait measures of cognitive performance. We found that when situations were familiar to the participant, greater negative affective valence of the situation was associated with more originality and divergence of generated options. We also found that a higher option generation fluency was associated with a greater maximal originality of options. We complete our article with a joint research agenda for researchers in the decision-making field focusing on option generation and, on the other hand
Spoelstra, Howard; Stoyanov, Slavi; Burgoyne, Louise; Bennett, Deirdre; Sweeney, Catherine; Drachsler, Hendrik; Vanderperren, Katrien; Van Huffel, Sabine; McSweeney, John; Shorten, George; O'Flynn, Siun; Cantillon-Murphy, Padraig; O'Tuathaigh, Colm
Healthcare worldwide needs translation of basic ideas from engineering into the clinic. Consequently, there is increasing demand for graduates equipped with the knowledge and skills to apply interdisciplinary medicine/engineering approaches to the development of novel solutions for healthcare. The literature provides little guidance regarding barriers to, and facilitators of, effective interdisciplinary learning for engineering and medical students in a team-based project context. A quantitative survey was distributed to engineering and medical students and staff in two universities, one in Ireland and one in Belgium, to chart knowledge and practice in interdisciplinary learning and teaching, and of the teaching of innovation. We report important differences for staff and students between the disciplines regarding attitudes towards, and perceptions of, the relevance of interdisciplinary learning opportunities, and the role of creativity and innovation. There was agreement across groups concerning preferred learning, instructional styles, and module content. Medical students showed greater resistance to the use of structured creativity tools and interdisciplinary teams. The results of this international survey will help to define the optimal learning conditions under which undergraduate engineering and medicine students can learn to consider the diverse factors which determine the success or failure of a healthcare engineering solution.
Zhou, Chunfang; Purushothaman, Aparna
society and creativity is the core competency of students to be mastered in the digital age. The digital technologies also provide conditions of developing creativity, for example, YouTube can be regarded as a creative platform. This paper also discusses the links between creativity, learning...
Full Text Available Creativity refers to the capability to catch original and valuable ideas and solutions. It involves different processes. In this study the extent to which visual creativity is related to cognitive processes underlying visual mental imagery was investigated. Fifty college students (25 women carried out: the Creative Synthesis Task, which measures the ability to produce creative objects belonging to a given category (originality, synthesis and transformation scores of pre-inventive forms, and originality and practicality scores of inventions were computed; an adaptation of Clark’s Drawing Ability Test, which measures the ability to produce actual creative artworks (graphic ability, aesthetic and creativity scores of drawings were assessed and three mental imagery tasks that investigate the three main cognitive processes involved in visual mental imagery: generation, inspection and transformation. Vividness of imagery and verbalizer-visualizer cognitive style were also measured using questionnaires. Correlation analysis revealed that all measures of the creativity tasks positively correlated with the image transformation imagery ability; practicality of inventions negatively correlated with vividness of imagery; originality of inventions positively correlated with the visualization cognitive style. However, regression analysis confirmed the predictive role of the transformation imagery ability only for the originality score of inventions and for the graphic ability and aesthetic scores of artistic drawings; on the other hand, the visualization cognitive style predicted the originality of inventions, whereas the vividness of imagery predicted practicality of inventions. These results are consistent with the notion that visual creativity is domain- and task-specific.
Anita Kolnhofer Derecskei
Full Text Available The aim of this study is to identify the individual and contextual factors that facilitate or hinder employees’ creativity. However, in this paper the literature is also referring to critical factors that impact employees’ creativity. According to the creativity’s state of the art, we focused on factors based on creativity’s 4P, choosing Person (characteristics of creative persons and Place (environmental factors that influence creativity. Considerable research efforts have been invested to explore the possible connections between these two domains by investigating the Hungarian labour market. We found that the probability that a creative person works in a creative workplace is twice greater than that of the case of a non-creative person. This study presents the requisites of a creative workplace so that employees’ creativity can be developed and a kind of work environment which facilitates organizational creativity can be created. First, we have collected and presented the best practices of recruitment-tools which help managers to hire the most creative applicants. With these two components, i.e. finding creative workers and securing them a creative friendly environment, the business success is guaranteed.
Thorsted, Ann Charlotte
This article draws on 20 Danish university students’ reflections in and on a Problem-based Learning process (PBL). The study showed how a more playful approach changed how the students collaborated, communicated, and approached a given task. They felt more creative, open minded and engaged compared...... between play and creativity in higher education learning processes?...
Full Text Available This study aimed to foster student creativity through the use of student worksheet based on Project Base Learning (PjBL on dynamic electrical material in making alternative power sources. The research method is using a pre-experimental design with One-Shot case study type. The study population was students of class IX MTs Al-Islah in Pesawaran Lampung. A sample of one class consisting of 30 people was obtained by purposive sumpling. Data analysis was done by using descriptive concerning creativity, product, and response of students to see effectiveness of learning. The results showed that the application of student worksheet based on project based learning is overall effective to foster creativity of student. Based on the average of student’s creativity, the result is 80% which categorized as “creative.” Based on the average of student’s product, the result is 76.2% which categorized as “valuable.” The student’s response is positive as much as 92% which categorized as “very agree.”
Yuan-Cheng Chang; Chia-Chun Hsiao
Based on creativity component theory, creativity system theory and creative self-efficacy theory, this study aims to explore the influence of college students’ aesthetics experience and creative self-efficacy on their creativity and the role of creativity instruction as a mediator variable. The participants were 338 college design majors in 50 teams who were working on their graduation exhibitions, and 50 advising professors from departments related to design. Hierarchical Linear Models were ...
MacDonald, Nora M.; Bigelow, Susan
In today's high technology, globally interdependent world, we must educate students to achieve to their highest capacity. The goal of this middle school fashion design project was to develop a classroom environment that promoted teaching for creativity. We examined the following questions. What was the students' perception of their (a)…
These efforts have involved several collaborators including many from other institutions and offered multitudinous challenges calling for continuous creativity in industrial setups. I was fortunate to have had a conducive environment to be able to respond to these challenges. I attempt to offer the readers in the ensuing pages ...
Cowen, Virginia S; Kaufman, Diane; Schoenherr, Lisa
The act of writing offers an opportunity to foster self-expression and organisational abilities, along with observation and descriptive skills. These soft skills are relevant to clinical thinking and medical practice. Medical school curricula employ pedagogical approaches suitable for assessing medical and clinical knowledge, but teaching methods for soft skills in critical thinking, listening and verbal expression, which are important in patient communication and engagement, may be less formal. Creative and expressive writing that is incorporated into medical school courses or clerkships offers a vehicle for medical students to develop soft skills. The aim of this review was to explore creative and expressive writing as a pedagogical tool in medical schools in relation to outcomes of medical education. This project employed a scoping review approach to gather, evaluate and synthesise reports on the use of creative and expressive writing in US medical education. Ten databases were searched for scholarly articles reporting on creative or expressive writing during medical school. Limitation of the results to activities associated with US medical schools, produced 91 articles. A thematic analysis of the articles was conducted to identify how writing was incorporated into the curriculum. Enthusiasm for writing as a pedagogical tool was identified in 28 editorials and overviews. Quasi-experimental, mixed methods and qualitative studies, primarily writing activities, were aimed at helping students cognitively or emotionally process difficult challenges in medical education, develop a personal identity or reflect on interpersonal skills. The programmes and interventions using creative or expressive writing were largely associated with elective courses or clerkships, and not required courses. Writing was identified as a potentially relevant pedagogical tool, but not included as an essential component of medical school curricula. © 2016 John Wiley & Sons Ltd.
Full Text Available This study aims at revealing the creativity dimension of the materials designed and developed by the second year students studying at the department of Computer Education and Instructional Technology. A part of the participants has completed the process by designing materials in their own field, information technologies; while some of them have done so by designing materials in the field of mathematics. The data have been retrieved from an experimental study of 13 weeks. “Teaching Material Creativity Rubric” developed by the researchers, has been used as the data collection tool. The rubric has been developed in order to evaluate the creativity dimensions of products. While developing the rubric, the creative product evaluation dimensions of  have been a source of inspiration. The products developed by the students have been evaluated through the retrieved data, in terms of their creativity. The rubric developed includes Originality, Practicality & Sensibility, Productivity & Flexibility, Feasibility, Inclusiveness, and Insightfulness dimensions. In this research, the data of the aforementioned dimensions and sub-dimensions have been evaluated. The results present that the creativity level of the products on teaching information technologies, which have been developed by Computer Education and Instructional Technology (CEIT students, is high. It has been argued that the creativity of domain-specifically developed materials is higher, through literature. Keywords: Material Design in Computers, Mathematics Teaching, Originality, Applicability, Creativity, Creativity and Domainswords.
Nurhamidah, D.; Masykuri, M.; Dwiastuti, S.
Creative thinking is one of the most important skills of the 21st Century. Students are demanded not only be able to solve the cognitive problems but also to face the life problems. The aim of this study is to determine students’ creative thinking skills in biology class for XI grade of three Senior High Schools in Ngawi regency. The approach used to categorised the three schools into low, medium and high academic rank was a norm-referenced test. The study involved 92 students who completed a test. Guilford's alternative uses task was used to measure the level of students’ creative thinking skills. The results showed that in the school of high academic rank, 89,74% of students had low creative thinking skills and 10,25% of them are in moderate category. In the medium academic rank school, 85,71% of students had low creative thinking skills and 14,29% of them are moderate. In the school of low academic rank, 8% of students had very low creative thinking skills, 88% are low, and 4% are moderate. Based on the finding of the research, the creative thinking skills of students in the three school was categorised as low level, therefore the learning design should be developed which can improve the students’ creative thinking skills.
The challenge of teaching AP Human Geography to high school students is to make geography relevant, engaging and "real world." Often the pace of teaching AP classes constrains the ability of teachers to do creative projects and truly engage students until after the exam is over in May. In this lesson plan, the author suggests using "Petites…
María Luisa Sanz de Acedo Lizarraga
Full Text Available This research tested a theoretical model of the relationships between certain psychological variables and creativity. Specifically, the relationships among intelligence, personality, intrinsic motivation, creative self-efficacy, and ideational creativity were examined. This study was conducted with a sample of 180 college students (136 women and 44 men who were evaluated with regard to the variables above in two sessions outside the regular academic schedule. The results obtained via structural equation analysis supported the model and revealed that the independent variables (intelligence and personality and the intermediate variables (intrinsic motivation and creative self-efficacy that comprise the proposed model influenced creativity. Furthermore, creative self-efficacy was the most significant trait associated with ideational creativity.
Full Text Available The aim of this work is to study the relationship between scientific-creative thinking construct and academic performance in a sample of adolescents. In addition, the scientific-creative thinking instrument’s reliability will be tested. The sample was composed of 98 students (aged between 12-16 years old attending to a Secondary School in Murcia Region (Spain. The used instruments were: a the Scientific-Creative Thinking Test designed by Hu and Adey (2002, which was adapted to the Spanish culture by the High Abilities research team at Murcia University. The test is composed of 7 task based in the Scientific Creative Structure Model. It assesses the dimensions fluency, flexibility and originality; b The General and Factorial Intelligence Test (IGF/5r; Yuste, 2002, which assess the abilities of general intelligence and logic reasoning, verbal reasoning, numerical reasoning and spatial reasoning; c Students’ academic achievement by domains (scientific-technological, social-linguistic and artistic was collected. The results showed positive and statistical significant correlations between the scientific-creative tasks and academic achievement of different domains.
Full Text Available Teachers play a critical role in the development of student creativity. How well they play this role depends on whether they demonstrate creativity fostering behaviour when interacting with their students. There is, however, a dearth of suitable instruments for measuring this type of teacher behaviour, although there are many instruments for measuring student creativity. Based on Arthur J. Cropley’s nine principles, the Creativity Fostering Teacher Behaviour Index (CFTIndex was developed and trialled with a group of teachers (N = 117 in Singapore. There are evidence showing its internal consistency reliability and concurrent validity. The need for an instrument such as the CFTIndex is witnessed by many studies based using it subsequent to its first publication. The scale has since been used by researchers in America, Canada, Chile, Hong Kong, Korea, Mexico, Nigeria, Turkey and Singapore since its first appearance in the Journal of Creativity Behavior in 2000. Creativity researchers have used the CFTIndex for varied purposes, including several Ph.D. theses. This article highlights information directly related to CFTIndex to provide an integrated database and to facilitate future research. Possible further research studies using the CFTIndex are suggested and discussed.
Dhital, Rolina; Subedi, Madhusudan; Prasai, Neeti; Shrestha, Karun; Malla, Milan; Upadhyay, Shambhu
Background Medical education can play important role in cultivating the willingness among the medical students to work in underprivileged areas after their graduation. Experiential learning through early exposure to primary health care centers could help students better understand the opportunities and challenges of such settings. However, the information on the real experiences and reflections of medical students on the rural primary health care settings from low-income countries like Nepal ...
Cheung, Rebecca Hun Ping
The purpose of this qualitative study was to explore how teachers deal with a pedagogical framework developed in the West which aimed at supporting Chinese teachers' creativity-fostering pedagogy and the impacts of the framework in regard to teachers' pedagogical practice. Three Chinese preschool teachers were followed for six months. Interviews,…
Houtz, John C; Selby, Edwin; Esquivel, Giselle B; Okoye, Ruth A; Peters, Kristen M; Treffinger, Donald J
The purpose of this study was to examine the relation between two measures of creativity style for a sample of beginning teachers. 116 student teachers enrolled in an undergraduate teacher-education program in a medium-sized, metropolitan university completed the Kirton Adaption-Innovation Inventory and Basadur Creative Problem Solving Profile measures. A preference for an Innovator style (higher scores on Kirton's inventory) was correlated with the Generator profile on the Basadur profile (r=.36, p<.01). The KAI Efficiency scores, suggesting a preference for broad, global ideas as opposed to narrow, specific ones, was correlated with the Basadur Conceptualizer scores (r=.26, p<.01). Implications are discussed for teachers who must adapt to newer instructional and assessment methods designed to foster students' higher-level thinking skills.
Akcay, Behiye B.
A class activity has been designed to help fourth grade students to identify basic insect features as a means of promoting student creativity while making an imaginary insect model. The 5Es (Engage, Explore, Explain, Extend [or Elaborate], and Evaluate) learning cycle teaching model is used. The 5Es approach allows students to work in small…
Kang, Myunghee; Hahn, Jungsun; Chung, Warren
The Technology Enhanced Student Centered Learning (TESCL) Model in this study presents the core factors that ensure the quality of learning in a technology-supported environment. Although the model was conceptually constructed using a student-centered learning framework and drawing upon previous studies, it should be validated through real-world…
Full Text Available Research on figuring out the ways to teach creative thinking skills via learning processes has been carried out. One of the methods applied to be efficient to teach creative thinking skills is laboratory work. Laboratory work is an important process in learning physics since students tend to find it hard to understand physical concepts if they are only taught verbally. Students will understand better when they are given real life examples and are allowed to learn the concepts through the laboratory work, whenever possible. The research was conducted at SMAN 1 Bringin by employing the quasi-experiment pre-test - post-test control group design. Creative thinking skills were measured based on four indicators: flexibility, fluency, originality, and detail. Results show that laboratory work was suitable to improve students’ fluent thinking ability with 77% students showing improvement, and it was also a fit to improve students’ original thinking with 84% students showing improvement. The experiment class revealed a gain of 0.51, taken from an average pre-test score of 45.64 compared to the average post-test score of 73.5, which is an increase of 27.86. Meanwhile, the control class resulted in a gain of 0.40, taken from an average pre-test score of 39.11 compared to the average post-test score of 83.44, which is an increase of 24.33.
Dostál, Daniel; Plháková, Alena; Záškodná, Tereza
This study aimed to explore self-reported domain-specific creativity in relation to the level of empathy, systemizing, and the Big Five personality dimensions. The research sample consisted of 1112 college students to whom the Kaufman Domains of Creativity Scale (K-DOCS), the Creative Achievement Questionnaire (CAQ), Baron-Cohen's empathy and…
Soda, Giuseppe; Stea, Diego; Pedersen, Torben
The debate on whether bonding or bridging ties are more beneficial for acquiring knowledge that is conducive to individual creativity has mostly overlooked the context in which such ties are formed. We challenge the widespread assumption that closed, heavily bonded networks imply a collaborative...... attitude on the part of the embedded actors and propose that the level of collaboration in a network can be independent from that network’s structural characteristics, such that it moderates the effects of closed and brokering network positions on the acquisition of knowledge that supports creativity....... Individuals embedded in closed networks acquire more knowledge and become more creative when the level of collaboration in their network is high. Brokers who arbitrage information across disconnected contacts acquire more knowledge and become more creative when collaboration is low. An analysis of employee...