共查询到20条相似文献，搜索用时 15 毫秒
1.
Ning Luo Tao Guan Jinling Wang 《The International Journal of Art & Design Education》2023,42(2):312-326
This study investigated visual arts college students’ perceptions of the gender stereotyping of creativity and the influence of this stereotyping on creative self-efficacy. The sample consisted of 1198 Chinese visual arts college students. The results showed that (a) both male and female students identified stereotypically masculine traits as more important to creativity than stereotypically feminine traits are, (b) male students demonstrated higher creative self-efficacy than their female counterparts did, and (c) students’ gender significantly moderated the effect of the gender stereotyping of creativity on creative self-efficacy. Specifically, the gender stereotyping of creativity had a positive effect on male students and a negative effect on female students. These findings revealed that gender stereotypes dominate concepts of creativity in Chinese art education and may hinder female students’ development of creative self-efficacy, resulting in gendered inequality in the visual arts field. The implications of these findings for visual arts education in China are discussed. 相似文献
2.
This study considers the impact of using a series of Mindset interventions during a five-day outdoor personal development (OPD) course. Self-efficacy, resilience and Mindset were measured pre course, post course and one month post course. It was hypothesised that both experimental and control groups would increase their self-efficacy and resilience, and that the Mindset (experimental) group would significantly increase beyond the levels of the control group, who took part in the standard OPD course. It was also predicted that the Mindset group would move towards a Growth Mindset, whereas the control group would not show any change in Mindset. Hypotheses were tested using a randomised, quasi-experimental method. Separate mixed analyses of variance were carried out for each dependent variable, followed by planned comparisons and post-hoc tests using a Bonferroni correction. Results showed that both groups increased self-efficacy over time; however, there was no further significance for the experimental group. Resilience only increased significantly in the experimental group while the control group made no significant gain, and students in the experimental group moved significantly towards a Growth Mindset while the control group did not. 相似文献
3.
Chi-kuang Chen Bernard C. Jiang Kuang-yiao Hsu 《European Journal of Engineering Education》2005,30(2):191-202
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 particular, no study has dealt directly with fostering students’ creativity. In this study, we propose an IE&M curriculum reform program. The core of this program is intended to enhance students’ creative problem solving ability. Based on this concept, three required courses were developed: industrial communication, creative problem solving, and scientific research methodology. To investigate the effectiveness of this curriculum reform program, we conducted a two-year follow-up study. One hundred seventy-seven IE&M undergraduates from Yuan-Ze University participated this study, and Torrance Tests of Creative Thinking (TTCT) were used to measure changes in their creativity. The results showed that the students, after completing this reformed curriculum program, had significantly improved their creativity. 相似文献
4.
School is an excellent place to foster young learners’ creative thinking skills. However, the emphasis on creativity varies among schools. In two studies the putative influence of school education on the development of students’ creativity was examined by means of a retrospective approach. We investigated whether two influential factors within school education (1) school type (i.e., traditional vs. alternative vs. religious) and (2) perceived teaching style (i.e., independence, judgment, flexibility, integration) associate with students’ creativity at university entrance level. The difference was examined at the primary and secondary school level, respectively. Study 1a found that students who attended alternative schools at the secondary school level performed better on divergent thinking tasks as compared to students who attended traditional or religious schools. Relationship between students’ creative performance and the perceived teaching styles were inconclusive. Finally, teaching styles in alternative schools during secondary education were perceived as high in independence and flexibility. Study 1b replicated the finding that university students who attended alternative schools during secondary education have an advantage in divergent thinking. Taken together, our results highlight the positive influence of alternative school education on students’ creative performance at the university entrance level. 相似文献
5.
Jennifer L. Matić 《College Teaching》2019,67(2):86-93
Both participation in dialog and exposure to others from different cultures have been theorized to increase the ability of an individual to be creative. This study focused on the multicultural student-to-student dialog that took place in one graduate level course. The purpose of this study was to explore how participation in this dialog might influence student creativity, specifically how the students generated creative ideas for their final course papers. No connection was found between participation in the multicultural student-to-student dialog and the generation of creative ideas for their final papers. However, insight was gained into the creative process used by students in generating their final paper ideas. 相似文献
6.
陈璐 《南昌教育学院学报》2007,22(4):47-49
学校是知识创新传播和应用的主要阵地,也是培养创新精神和创新人才的摇篮.小学数学作为基础教学的一门重要学科,是培养学生创新素质的主阵地.每一位数学教师如何能抓住教材中所蕴含的创造性因素,激起学生的学习情感,教师在课堂教学中如何创设富有变化且能激发新异感受的学习情境,引导他们去探索、去研究、去发现,是值得做一番研究的. 相似文献
7.
This paper presents a field experiment examining the effect of drama education on the psychological development of grades 1 and 4 students. The drama curriculum was delivered after school for one day each week for 16 weeks. Students in the experimental group attended drama education classes, whereas students in the control group took part in the other unstructured extra-curricular activities. Pre- and post-tests of creativity, and story-telling test were given to the students. With respect to creativity, the experimental group was found to score significantly higher than the control group. Significant grade differences were also found, with grade 4 students scoring higher on the measure of drawing but lower on divergent thinking than grade 1 students. No sex difference was found. These findings have important implications for the educational curriculum which are discussed. 相似文献
8.
Roberta Eason Duane M. Giannangelo Louis A. Franceschini III 《Thinking Skills and Creativity》2009,4(2):130-137
This research study investigated the perspectives of teachers on student creativity. A group of 15 teachers from public schools and 24 teachers from private schools completed an Early Childhood Creativity Rating Scale (ECCRS) on four of their students. A total of 156 students were rated on this ECCRS. The major question asked in this study was: How do teacher perspectives of student creativity differ in public and private schools, between kindergarten and grade 3, and are these perspectives influenced by teacher characteristics. Results found that private school teachers rated their students higher on creativity, third grade students were rated lowest on creativity, and teachers who perceived themselves as most creative also rated their students as most creative. 相似文献
9.
This mixed methods study examined teachers' perceptions of creativity using Social Cognitive Theory factors (e.g., personal, behavioral, and environmental). When describing hindrances to creativity, teachers often discussed macro-environmental factors, yet when explaining or defining creativity, teachers often used personal and behavioral characteristics. Teachers did not seem to hold limited views on who can be creative or that creativity always results in products; however, some teachers' conceptions were too vague to guide the explicit facilitating of creativity. Compared to in-service teachers, pre-service teachers expressed more optimism in their future environmental support and lower self-efficacy for developing creative thinking. 相似文献
10.
采用自行设计的“学思维”活动课程,对39名初中生进行为期两年的思维能力训练,探讨该课程对学生创造力的影响。结果表明,实验组学生的创造性思维能力、科学创造力和语文创造力有明显的提高。 相似文献
11.
Elzbieta Rudowicz Aleksandra Tokarz Andrzej Beauvale 《Thinking Skills and Creativity》2009,4(2):104-115
The social desirability of characteristics associated with creativity and cultural stereotypes was examined across Polish and Chinese cultures. Polish responses were compared with those from an earlier Chinese study (n = 451). First, we carried out an initial study among 116 Polish students to determine what traits are parts of the national stereotype. Then we sought answers from another set of Poles (n = 610) as to what traits were, first, creative and, secondly, desirable. To analyze the responses we first ranked the traits that both Polish and Chinese students found desirable and then compared the desirable traits across cultures with traits known to be trademarks of creativity. As expected, we found differences between the two samples arising from underlying social origins in that: (a) Poles desired more creative traits and more western traits, whereas Chinese desired more Confucianism based traits and less creative traits; and (b) both Poles and Chinese found creativity traits are desirable albeit Poles found them more desirable than Chinese. An interesting side note is that Poles, unlike Chinese, do not take a positive view of their cultural traits. 相似文献
12.
The purpose of this study is to examine whether flexible and fluent thinking skills, two important elements in divergent thinking, can be enhanced through creative drama process. The research was conducted on 30 subjects, 15 in an experimental group and 15 in a control group. Each group consisted of 9 females and 6 males. All subjects were postgraduate students, and the average age was 25. Flexibility and fluency were assessed through “circle drawing” and “alternate uses of objects” sub-tests. Both groups were given an initial pre-test. Then the experimental group attended a 10-week creative drama course, 3 h a week. A week after drama process was completed, a post-test was applied to both groups. Determining the pre-test and post-test score differences of the two groups, the one-way MANOVA analysis with a 2 × 2 design was applied. The results show that creative drama process can help enhance the two important aspects of divergent thinking, fluency and flexibility, in adult groups. 相似文献
13.
There are hundreds of ways to develop creativity among children, youths and adults. Developing new ideas and ways of teaching creativity should also incorporate youth's interests and hobbies. The article presents the main information about the new way of developing creative abilities, especially creative imagination, the Role Play Training in Creativity (RPTC).The conception of such training was inspired by RPG games. Forty-seven undergraduate education students (mainly women) voluntarily participated in the presented research. The training was conducted in two forms—1-day meeting (8 h) or four meetings 2 h each (totaling also 8 h). The effectiveness of training was evaluated with the use of two creativity tests - Urban & Jellen Test of Creative Thinking - Drawing Production (TCT-DP) and Kujawski Test of Creative Imagination (TCI). Comparison of post-test and pre-test results shows statistically significant increase of the results in TCT-DP and two of three TCI scales—fluency and originality. 相似文献
14.
Creativity is the lifeblood of a successful organization, as creative employees drive companies to be innovative and competitive. While studies have examined how leaders foster creativity, researchers have overlooked how communication between workgroup peers and teams cultivate creative output. Interviews were conducted to determine the effects of leader, peer, and team communication on employee creativity within the national video game industry. Results indicate communication exchanges uniquely influence employee creativity, with peer associations being most crucial. Informal mentoring, or “creativity coaches,” were vital lifelines within creatively driven organizations. Additional findings highlight the importance of structure, support, and trust in creatively supportive organizations. 相似文献
15.
青少年的科学创造力是青少年在学习科学知识、解决科学问题和科学创造活动中 ,根据一定的目的和任务 ,运用一切已知信息 ,产生或可能产生出某种新颖、独特、有社会或个人价值的产品的智能品质或能力 ,其核心是科学创造性思维。创造性的过程、创造性的产品和创造性的品质构成青少年科学创造力的三维立体结构。 相似文献
16.
The objective of the study was to explore the cognitive profile of creativity in design by applying a new approach to the assessment of creativity based on the theory of meaning (Kreitler & Kreitler). The assessment of meaning enables to identify cognitive processes that characterize an individual as well as those necessary for good performance of some cognitive act, such as creativity. It was hypothesized that creativity in design will include partly cognitive components identified in previous studies of creativity and partly new ones. The participants were 52 students in a school of design, who were administered a designing task and the Meaning Test, assessing a broad range of cognitive processes. The design products were assessed for creativity by three experienced architects. The cognitive processes, differentiating significantly between the students who produced highly creative designs and those who produced less creative ones, were interpreted as constituting the cognitive profile of creativity in design. The obtained profile supported the hypothesis and provided information about the cognitive processes of creativity in design, which may also be used for promoting creativity in design students. 相似文献
17.
Amber Yayin Wang 《Thinking Skills and Creativity》2012,7(1):38-47
This study explores if extensive practice in reading or writing is related to high creative performance. In total, 196 university students participated in the study by filling out a questionnaire and completing a creativity test. The questionnaire inquires the total courses taken in the school year, total hours spent on reading, total hours on writing, and background information. The results indicated that students who spent more time on reading/writing performed significantly better on the creativity test. This study concludes that creativity scores, especially scores of elaboration, are significantly correlated with attitudes toward reading/writing, and the amount of time spent on reading/writing. 相似文献
18.
Narrowing of the curriculum because of standardised testing has caused creativity to be neglected in many schools; integration into reading instruction may provide a solution. This repeated measures study incorporated figural transformation drawings after a read-aloud of a book highlighting nutrition information as a way to both review book comprehension and integrate creativity. Nineteen second graders, aged 7–9 years from Iowa, USA, participated in 16 weekly trials, alternating between a nonfiction nutrition book and a fantasy book presenting true nutrition concepts. Results showed significantly greater creativity generally and in specific creative skill areas under the fantasy condition. 相似文献
19.
Elisabeth Rudowicz 《Scandinavian Journal of Educational Research》2013,57(3):273-290
Different manifestations of the impact of culture on creativity are discussed and illustrated by empirical studies. They include: (i) conceptualisation of creativity on both the explicit and implicit levels; (ii) attitudes towards creativity and values attached to creativity; (iii) channelling creative endeavour through different domains of human activities; and (iv) socialisation processes and educational goals and practices. It is argued that creative expression is a universal human phenomenon that is firmly grounded in culture and has its own profound impact on culture itself. The effects of culture on creativity are presented within an interactive model that, besides culture, also incorporates historical, societal and individual factors. Methodological dilemmas involved in cross-cultural studies of creativity are also discussed. 相似文献
20.
林雁 《中国教育科研与探索》2007,(3):3-5
创新教育是以开发创新性思维为核心、以培养创新性人才为基本价值取向的教育。在英语教学中实施创新教育，以人为本；在语言学习的过程中培养学生的创新性思维，引导学生进行创新性学习。教师应在英语教学中将凝聚在教学内容和教学过程中的创造性因素发掘出来，展现开来，在教学活动中随时随地去引导学生进行创造性思维，培养其创新个性。 相似文献