共查询到20条相似文献，搜索用时 950 毫秒
1.
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
2.
Dwane R. Collins Myrtle T. Collins Donald A. Leton 《Journal of Experimental Education》2013,81(4):32-37
The effects of human relations seminars on dogmatism scores of educational administration students were investigated. Two groups of graduate students coming largely from the Middle and Far East were used in this study. The experimental group was given a series of human relations workshops over a period of four weeks. The results provided evidence that human relations training can reduce dogmatism as measured by the Rokeach Dogmatism Scale. Also, the seminars provided an opportunity not usually found in the traditional academic program for graduate students to interact with their peers and the faculty. 相似文献
3.
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
4.
“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
5.
6.
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
7.
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
8.
Kerry Thomas 《The International Journal of Art & Design Education》2010,29(2):134-142
Art teachers are renowned for their claims that the creative properties of their senior secondary pupils' artworks occur as a result of the realisation of a creative process. Drawing on my recent ethnographic studies in senior art classrooms in Sydney, Australia, and Illinois, USA, I uncover a sociological, rather than a psychological explanation of creativity, which ironically, appears to satisfy the creative process claims of teachers. This article reveals how social tact in teacher–pupil exchanges has a function in bolstering the quality of the pupils' performances and their artworks while repressing the teacher's pedagogical role. The design and methodologies of the studies are outlined and two grounded narratives characterise cases of social tact between art teachers and pupils. A brief account is provided on the socio‐cultural framework of these studies, informed by Bourdieu's theories of the habitus, symbolic capital and misrecognition. Bourdieu's theories offer a robust conceptual apparatus which helps to explain how the sociality of classroom exchanges, with all of their ambiguities in practice, are a necessity in the realisation of creative ends. 相似文献
9.
10.
《The Journal of educational research》2012,105(10):442-446
AbstractExpectations of citizens for the role of the school board with respect to four educational concerns were examined with educational attainment and family income of citizens as independent variables. The population for the study was 1,794 citizens in twelve Wisconsin school districts. Citizens were placed in one of five education and one of five family income groups and mean expectation scores were treated statistically with analysis of variance and the Sheff6 post hoc means test. Expectation scares were obtained from responses to four sets of interview questions scaled from conservative to liberal. Generally, the higher the educational attainment and family income of citizens, the more liberal were their expectations for the role of the school board. 相似文献
11.
Susanne Ihsen Ingrid Isenhardt Ute Steinhagen De Sanchez 《European Journal of Engineering Education》1998,23(1):13-22
Creativity and communication processes in engineering education have become more and more necessary in highly complex structures such as technological networks and ‘virtual’ reality. These issues also include an educational challenge for university: all education for the future has to be based on experiencing reality. A new socio‐technical approach describes the engineering profession in all aspects beside technology, such as tasks, views, organizational structures or cooperation. Therefore, university and higher education have to change into self‐similar structures to support the learning of complexity in real life. The experiences of the Department of Computer Science in Mechanical Engineering at the University of Technology in Aachen, as a socio‐technical, self‐similar and creative system, show such learning processes of students (and staff) in undergraduate education, research and organizational structures. 相似文献
12.
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
13.
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
14.
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
15.
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
16.
With creativity now being emphasized in schools, it is important for teachers to understand what it is and how it is measured. This review of the literature is an attempt to make sense of the many definitions and measures of creativity. As a result, this comprehensive review shows that most definitions agree that there are at least two criteria to judge whether a person or a product is creative or not, originality and usefulness. Organized according to Rhodes’s 3 P conceptualization of creativity—person, process, product, and press—more than 40 assessments used in creativity research were reviewed. Familiarity with the definitions, views of, and measurement of creativity can help teachers recognize and foster creativity in their students. 相似文献
17.
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
18.
19.
In the last 15 years there has been an increased emphasis in both educational research and curriculum development upon investigating children’s perspectives of their experience of learning. Children naturally have very particular and important insights to offer in helping us to develop our understanding of teaching and learning. However, research into children’s perceptions in the field of primary Design &; Technology education is still at a very early stage (Lunt in International handbook of research and development in technology education, Sense Publishers, Utrecht, 2009a). For example, in three reviews of educational research in Design &; Technology (Kimbell in A guide to educational research, The Woburn Publishers, London, 1996; Eggleston in Teaching and learning design and technology: a guide to recent research and its applications, Continuum, London, 2000; Harris and Wilson in Designs on the curriculum? A review of the literature on the impact of design and technology in schools, Department for Education and Skills, London, 2003) there are only passing references made to eliciting and considering pupils’ views and, in the studies where it does occur, it is used as a supplementary method of data collection rather than as a focus of research. The work which exists is small-scale and the majority of studies relate to secondary-aged pupils. The research that we have recently undertaken has tried to redress this gap. It has focused on primary children’s (aged 9–11 years) perceptions of Design &; Technology in general (Benson and Lunt in PATT 18 international conference on design and technology educational research: teaching and learning technological literacy in the classroom, University of Glasgow, Glasgow, 2007) and latterly creativity in Design &; Technology. It has been claimed by many that Design &; Technology is a ‘creative’ subject which develops children’s creative abilities. This is a bold claim and one that needs careful consideration. This paper sets out a framework for thinking about creativity drawn from a review of the literature and uses evidence of children’s perceptions of their experience of Design &; Technology to compare practice with theory in an attempt to raise questions and issues relevant to both policy and practice. 相似文献
20.
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