Creative thinking in prospective teachers: the status quo and the impact of contextual factors

Meintjes, Hannetjie; Grosser, Mary

doi:10.15700/saje.v30n3a360

Cited by 26 publications

(16 citation statements)

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“…Ideally, teachers should provide opportunities for students to do discussion, do lab experiments, work together as a group, both collaboratively and cooperatively, or occasionally conduct learning activities such as lab work outside the classroom, in the open environment to help students spark their creativity [16]. Not only that, teachers also should build positive relationships between teacher and students, such as mutual respect, exemplify creative attitude, encourage students to leave their comfort zone, and growth their self-confidence in their own creative abilities [15,17,18,19,20]. Therefore, the creative thinking ability students' average score is low, especially in the aspect of originality.…”

Section: Aspects Of Creative Thinking Abilitymentioning

confidence: 99%

K-11 students’ creative thinking ability on static fluid: a case study

Hanni

Muslim

Hasanah

et al. 2018

J. Phys.: Conf. Ser.

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Abstract.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.

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Section: Aspects Of Creative Thinking Abilitymentioning

confidence: 99%

K-11 students’ creative thinking ability on static fluid: a case study

Hanni

Muslim

Hasanah

et al. 2018

J. Phys.: Conf. Ser.

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“…The ATTA is a shortened version of the Torrance Test of Creative Thinking (TTCT) and has been commonly used by researchers (e.g., Kharkhurin, 2008;Lin, Hsu, Chen, & Wang, 2011;Meintjes & Grosser, 2010;Wang, 2011). The test measures the number of ideas the learner can produce within a particular time period (fluency), the extent to which these ideas are unique (originality), the number of details that the learner can add to the original idea (elaboration) and how many varieties of ideas can be produced for solving a problem (flexibility within a particular time period, the learners are expected to recognize problems, make guesses, and generate ideas by writing phrases or sentences and by drawing pictures.…”

Section: The Present Studymentioning

confidence: 99%

Creativity and Narrative Writing in L2 Classrooms: Comparing Individual and Paired Task Performance

Zabihi¹,

Rezazadeh²,

Dastjerdi³

2013

Bellaterra J. Teach. Learn. Lang. Lit

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The study reported in this paper aimed at examining the role of creativity in L2 learners' individual and collaborative written narrative task performance, with the sociocultural theory of mind as a frame of reference. To this end, a sample of 92 intermediate university EFL learners in Isfahan, Iran, participated in this study. The participants were homogenized and divided into two groups: one group performing individually and the other group performing collaboratively. The study involved the measurement of the learners' creativity using the Abbreviated Torrance Test for Adults (ATTA) in terms of features of fluency, elaboration, flexibility and originality as well as the elicitation of learners' individual and collaborative written narrative task performance in terms of three measures of task performance, i.e. Complexity, Accuracy, and Fluency (CAF). The results showed (a) significant advantages regarding the CAF of collaborative writings in comparison with that of individual writers in terms of accuracy; (b) significant correlations between creative fluency and learners' fluent performance in individual, but not paired, task performance; and (c) negative relationships between creative originality and learners' fluent performance in both individual and paired task performance. The implications of the study are discussed.

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“…For children learning is motivated from within, often provoked by a cognitive conflict (Ćebić, 2010;Meintjes & Grosser, 2010). In such activities, specific exercises that develop coordination of mental and physical (moving) spheres should be inevitable.…”

Section: Methodological Assumptions For the Development Of Functionalmentioning

confidence: 99%

The cognitivist approach to the development of functional thinking of junior elementary school students

Mićanović¹,

Novović²,

Vučković³

et al. 2015

Nastava i vaspitanje

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The paper deals with the cognitivist approach to the development of functional thinking from the period of preschool and early school age. Some recent scientific results on the capacity of child's brain undoubtedly indicate the fact that the experience that children receive on a daily basis, the way they receive and respond to the outside impressions and the stimuli to which they react shape their brain and influence the development of their general personality. A continuous fight for dominance takes

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Creative thinking in prospective teachers: the status quo and the impact of contextual factors

Cited by 26 publications

References 0 publications

K-11 students’ creative thinking ability on static fluid: a case study

K-11 students’ creative thinking ability on static fluid: a case study

Creativity and Narrative Writing in L2 Classrooms: Comparing Individual and Paired Task Performance

The cognitivist approach to the development of functional thinking of junior elementary school students

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