共查询到20条相似文献，搜索用时 31 毫秒
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Educational Studies in Mathematics - Modelling competencies are currently included in numerous curricula worldwide and are generally accepted as a complex, process-oriented construct. Therefore,... 相似文献
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“Creativity is the key to a brighter future,”say education and business experts. Here is how school sand parents can encourage this important skill in children. 相似文献
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Nasser S. Al-Abdali Sulaiman M. Al-Balushi 《International Journal of Science and Mathematics Education》2016,14(2):251-268
This classroom observation study explored how science teachers (N = 22) teach for creativity in grades 5–10 in Oman. We designed an observation form with 4 main categories that targeted the instructional practices related to teaching for creativity: questioning strategy, teacher’s responses to students’ ideas, classroom activities to support creativity, and whole-lesson methods that foster creativity. An open-ended survey was also designed to explore participants’ justifications for their instructional decisions and practices. The findings indicate that the overall level of teaching for creativity was low and that participants’ performance was the highest for teacher’s responses to students’ ideas category and the lowest for classroom activities to support creativity category. We observed that a teacher-centered approach with instructional practices geared toward preparing students for examinations was dominant and that these science teachers were bound to the textbook, following cookbook-style activities. Participants believed that they did not have enough time to cover the content and teach for creativity and that they were not prepared to teach for creativity. Based on these findings, we recommend that programs be developed to prepare science teachers to teach for creativity. 相似文献
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Kyung Hee Kim 《Roeper Review》2019,41(2):119-128
To understand creativity is to recognize and develop the creative potential within oneself and others. This article examines what creativity is not and then what creativity is. First, the six leading misconceptions about creativity are discussed: Creativity belongs solely to the arts; creativity is quickly recognizable; innovators always work alone; mental illness enhances creativity; creativity is a divine flash of inspiration; and newness is a prerequisite to creativity. Then, using the research-based CATs model, what creativity is and how creativity develops into innovation are discussed: (a) cultivate creative climates; (b) nurture creative attitudes; and (c) develop creative thinking skills. Creativity does not come from nature but from nurture, and developing gifted children’s creativity should be the goal of parenting and education. 相似文献
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Creativity(创造性)isthekeytoabrighterfuture,sayeducationandbusinessexperts.Hereishowschoolsandparentscanencouragethisim-portantskillinchildren.IfDickDrewhadlistenedtohisbossin1925,wemightnothaveaproductthatwenowthinkofasofgreatimportance:anewtypeoftape.DrewworkedfortheMin-nesotaMiningCompany.Atworkhedevel-opedakindofmaterialstrongenoughtoholdthingstogether.Buthisbosstoldhimnottothinkmoreabouttheidea.Finally,usinghisowntime,Drewim-provedthetape,whichnowisusedeverywherebymanypeople.Andhisfor… 相似文献
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Sum Kwing Cheung Ricci Wai-tsz Fong Suzannie Kit Ying Leung Elsa Ka-wei Ling 《Early education and development》2013,24(6):788-799
Research Findings: This study investigated the relationships of preservice teachers’ year of study in the teacher education program, creativity, zest, and self-efficacy in managing children’s behaviors to self-efficacy in creating child-centered learning environments. Data were collected from 275 Hong Kong preservice teachers via self-reported questionnaires. Results showed that creativity had a direct positive linkage with self-efficacy in creating child-centered learning environments. Zest was associated with self-efficacy in creating child-centered learning environments, however, indirectly through self-efficacy in managing children’s behaviors. Year of study was unrelated to both self-efficacies. Practice or Policy: Preservice teachers’ creativity and zest can be conceptualized as personal resources for creating child-centered environments. Teacher education programs should therefore incorporate components of fostering pre-service teachers’ own creativity and zest. 相似文献
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As one of the potential contextual factors for creativity development, children’s museum has been introduced to China from the western world in recent years, with the aim to offer a new informal educational environment to enhance children’s creativity. Based on experimental data for two groups of 4-year-old preschoolers (218 for the family mode and 202 for the preschool mode) from Beijing with an appropriately one-year long intervention (September 2017 to July 2018), this study examines the effect of regular visits to a children’s museum and other education environmental factors on young children’s creativity measured by Torrance’s Thinking Creatively in Action and Movement (TCAM) test. Results indicate that in terms of family visit, compared to the control group, the intervention that offers 18 times free tickets to visit a children’s museum significantly improved the experiment group’s originality (a sub-measure of creativity) by an additional 34.51 %. A beneficial effect of this intervention was also found in improving children’s fluency from the sample of preschool group visit (46.80 %). In addition, family education environment factors such as public preschool attendance, frequency of visits to science museums, and the degree of parents’ latitude were also found to positively affect creativity. Children’s personal features such as sex and geographic location of the family are also found to be related with children’s creativity. 相似文献
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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
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Lorinda B. Cohoon 《Children‘s Literature in Education》2002,33(3):185-201
Thank Goodness the Goose is Here examines Eudora Welty's only children's book, The Shoe Bird, and suggests that this text uses animal characters to explore women's authorship. Gloria the goose, whose character has been seen as stereotyped and silly, represents, in my reading, the inventive and courageous aspects of women's authorship, while Arturo, the methodical and precise parrot demonstrates that writing as a woman calls for the ability to use language in new ways even if this means ignoring established rules of language use. Drawing on Hélène Cixous's work with the l'écriture féminine, this article locates in Gloria evidence of the creativity and fortitude required to write as a woman in cultures where written language has conventionally been seen as the domain of men. This article examines how The Shoe Bird plays with common Welty themes of memory, extinction, and entrapment to emphasize Gloria's inventive use of language to redefine the space of the shoe store and the subjectivities of the birds. Connections are also drawn between Gloria the goose and creative women who emerge in some of Welty's texts for adults. Although reviewers and critics have not extensively examined The Shoe Bird, this text provides rich commentary about how women can use language to change their worlds. 相似文献
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Ian Munday 《Cambridge Journal of Education》2014,44(3):319-332
A common move in the study of creativity and performativity is to present the former as an antidote to the latter. Might we, therefore, see work on creativity in education as heralding an era of post-performativity? In this paper I argue that the portrayal of performativity in the literature on creativity presents an overly simplistic (vulgar?) understanding of what the former involves. In this literature, performativity is used to represent the tightening control over curriculum and pedagogy to meet externally imposed targets. Though this represents a ‘manifestation’ of performativity, it is not constitutive of it. During this paper, I contend that a vulgar or partial understanding of performativity is what leads writers to view creativity as its antidote. To demonstrate what is at stake here, I draw on Lyotard’s understanding of performativity. For Lyotard, performativity is a narrative in which effectiveness has usurped Enlightenment narratives of truth and justice and ultimately comes to shape our understanding of the world. During the paper, I try to show that the literature on creativity in education focuses on effectiveness, jettisons concerns with ‘truth’ and partakes in the nihilism of performativity. 相似文献
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Anders Berglund Mats Daniels Mathias Hedenborg Anders Tengstrand 《European Journal of Engineering Education》1998,23(1):45-54
Changing the assessment method is a way to influence the students’ attitudes towards their studies; their ways of working to a large extent are determined by the assessment methods. One way to take advantage of this is to use the assessment to stimulate creativity and communication skills. This has been tried in full‐scale studies for students in engineering physics, computer science and mathematics at Uppsala University and Vdxjö University, both in Sweden. Undergraduate education in engineering, computer science and mathematics has by tradition emphasized training in skills. The examination often consists of problems that the students solve individually. It is difficult to give complex and/or loosely defined problems in such an examination. The students are not encouraged to analyze, judge, communicate or discuss these skills. In fact, in the authors’ experience, traditional examinations can actually inhibit the development of the students’ independence and creativity. Both projects have been supported by the Council for Renewal of Undergraduate Education, Sweden. 相似文献
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The focus on standardized testing in the areas of reading and mathematics in early elementary education often minimalizes science and the arts in the curriculum. The science topics of health and nutrition were integrated into the reading curriculum through read aloud books. Inclusion of creativity skills through figural transformation drawings allowed students to display nutrition comprehension, modeling how these subject areas can fit into a narrowed curriculum. This repeated measures study examined the weekly effect of teacher lesson introduction on 19 second grade students’ (11 female, 8 male) creativity and content knowledge of nutrition under two conditions that alternated every 2 weeks over a 16-week period: a brief, positive, standard lesson introduction (control) compared to a more enhanced introduction promoting originality, risk-taking and persistence (experimental). Students listened to read-aloud books on nutrition and completed figural transformation drawings related to the stories. Findings showed that student work evidenced more creativity during the experimental condition with a very large effect size for breaking perceived boundaries; a large effect size for depicting movement in drawings; medium effect sizes for fluency, originality, storytelling articulateness, humor, wisdom, emotion, and total creative traits; and a small effect size for elaboration. Students also evidenced greater overall knowledge of health/nutrition content during the experimental condition with a small effect size. Small changes in the way a lesson was introduced had a significant impact on student knowledge and creative performance, indicating that early childhood teachers should implement similar lesson introductions to increase student creativity. 相似文献
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Petra J. Luteijn Inge S. M. van der Wurff Piet van Tuijl Amika S. Singh Hans H. C. M. Savelberg Renate H. M. de Groot 《Mind, Brain, and Education》2023,17(3):209-218
Creativity is important for school performance. As several brain mechanisms involved in creativity are stimulated by low-intensity physical activity, standing might influence creativity. Few studies on the relationship between standing and creativity have been executed, and none among vocational education and training (VET) students. Therefore, the aim of this study was to investigate whether standing influences creativity in VET students. In a randomized crossover study, 192 VET students were randomly allocated to standing or sitting (i.e., control) for 30 min. After 15 min, they performed two creativity tests: Guilford's Alternative Uses Test (divergent thinking) and Remote Associates Test (convergent thinking). Subsequently, conditions were switched, and the procedure was repeated. Multilevel analyses showed no significant effect of standing on divergent or convergent thinking test performance. Our results show that 30 min of standing does not affect creativity in VET students. 相似文献
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Marcus Selart Thomas Nordström Bård Kuvaas Kazuhisa Takemura 《Scandinavian Journal of Educational Research》2013,57(5):439-458
This article evaluates the effects of two types of rewards (performance‐contingent versus engagement‐contingent) on self‐regulation, intrinsic motivation and creativity. Forty‐two undergraduate students were randomly assigned to three conditions; i.e. a performance‐contingent reward group, an engagement‐contingent reward group and a control group. Results provide little support for the negative effects of performance rewards on motivational components. However, they do indicate that participants in the engagement‐contingent reward group and the control group achieved higher rated creativity than participants in the performance‐contingent reward group. Alternative explanations for this finding are discussed. 相似文献
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Sören Törnkvist 《European Journal of Engineering Education》1998,23(1):5-12
Creativity in higher education is analyzed as an intentional act and related to a number of ideas from cognitive psychology. It is claimed that the culture of engineering education entails a too narrow view on creativity and is based on outdated learning theories. The deeper philosophical implications of creativity, i.e. the quest for meaning, will have to be readdressed if engineering education is to prepare its graduates for future tasks. 相似文献
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Creativity varies across time and place. With regard to variations across time, age‐related changes in the quantity, quality, and form of creative performance are examined. These changes are traced to a combination of cognitive, conative, and environmental variables. With regard to variations across place, the effect of cultural environment on creativity is examined. Culture is shown to influence the definition and expression of creativity, channeling creativity into certain task domains or social groups. The quantity of creative activity can be further affected by cultural features such as the value placed on conformity. Life span and cross‐cultural perspectives on creativity, it is argued, are integral to a comprehensive understanding of creativity. 相似文献
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Ieda M. Santos Luisa Menano Claudine Habak 《The International Journal of Art & Design Education》2023,42(1):33-48
Creativity is a fundamental skill to prepare individuals to work and live in a changing world. Educators have recognised its value and advocate that schools can provide an environment for fostering the creative thinking skills of students. Makerspaces are emerging in school contexts, and they carry great opportunities for engaging students in creative thinking processes. The school makerspace also offers a professional learning space for teachers and artists to collaborate to support students’ creative potential through making activities linked to the curriculum. This paper proposes a teacher–artist partnership framework within the makerspace to support mutual professional growth and opportunities to foster a learning environment conducive to creative expressions. The framework consists of three non-linear and iterative processes, namely (a) developing craft knowledge, (b) co-constructing knowledge, and (c) reflection and researching, supported by a community of practice and internal and external communities. Expected outcomes from the partnership for students, teachers and artists, and recommendations are discussed. 相似文献