Creativity and education: A bibliometric mapping of the research literature (1975–2019)

Hernández-Torrano, Daniel; Ibrayeva, Laura

doi:10.1016/j.tsc.2019.100625

Cited by 137 publications

(74 citation statements)

References 63 publications

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“…and that educational contexts are suitable environments for the development of creativity in students (Hernández-Torrano & Ibrayeva, 2020). Creativity is a broad term that involves multiple dimensions; therefore, it is difficult to provide a universally recognized definition.…”

Section: Practitioner Notesmentioning

confidence: 99%

“…In psychology research, creativity is typically defined as the process that leads to the generation of products that are original and useful (Runco & Jaeger, 2012) and most definitions follow the "bipartite standard definition," (Runco & Jaeger, 2012) in which creativity includes originality and usefulness (eg, Gajda, Karwowski, & Beghetto, 2017;Sternberg & Lubart, 1995). Originality relates to novelty, uniqueness, infrequency and newness; and usefulness refers to utility, effectiveness, appropriateness or value (Gube & Lajoie, 2020;Hernández-Torrano & Ibrayeva, 2020). The definition proposed by Runco and Jaeger (2012) primarily addresses the features of a creative product and does not capture other aspects.…”

Section: Practitioner Notesmentioning

confidence: 99%

“…"big-C" is a characteristic of "big-time," genius-level creativity and implies an achievement that only a select few will reach in their lives; "little-C" is related to everyday creativity and accounts for expressions that are accessible to most people; "pro-C" refers to professional creativity and denotes the creative expressions of experts or experienced people who influence a specific domain; and "mini-C" describes the creativity inherent in the learning process and is particularly related to students' development of knowledge and understanding in a social-cultural context. At this level, students' creations are novel, meaningful and useful to them, though they may not be revolutionary (Hernández-Torrano & Ibrayeva, 2020).…”

Section: Practitioner Notesmentioning

confidence: 99%

See 2 more Smart Citations

Fostering students’ creativity via educational robotics: An investigation of teachers’ pedagogical practices based on teacher interviews

Yang¹,

Long²,

Sun³

et al. 2020

Brit J Educational Tech

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This study explored how educational robotics (ER) was implemented in classrooms to foster creativity among elementary school students and identified challenges associated with its implementation. Twenty‐six teachers at different elementary schools were interviewed. In‐depth teacher interviews and grounded theory were used to collect and analyze the interviews. We found that the intended creative learning outcome for students was mastery of the developmental process of creativity. The teachers generally reported using a four‐phase instructional framework consisting of eight sub‐phases and targeted teaching strategies to support students’ learning outcomes. Challenges included insufficient appropriate learning materials, a lack of expansive learning activities and tasks and limited opportunities to engage students in the process of design thinking and developing metacognitive abilities. The findings have practical implications for teachers and researchers who are interested in developing pedagogical practices (PP) incorporating ER to support students’ creativity. The study also has theoretical value, offering insights into teachers’ PP in implementing ER.

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Section: Practitioner Notesmentioning

confidence: 99%

Section: Practitioner Notesmentioning

confidence: 99%

Section: Practitioner Notesmentioning

confidence: 99%

See 1 more Smart Citation

Fostering students’ creativity via educational robotics: An investigation of teachers’ pedagogical practices based on teacher interviews

Yang¹,

Long²,

Sun³

et al. 2020

Brit J Educational Tech

View full text Add to dashboard Cite

show abstract

“…Professional creativity is manifested in non-standard ways of solving problems, analyzing situations and making professional decisions (Davies et al, 2013). The results of professional creativity can be in the form of new ideas, patterns, laws, concepts, principles, rules, theories, models and technologies (Hernandez-Torrano & Ibrayeva, 2020). The same abilities function in different combinations and manifest themselves in various types of creativity (Pilcher, 2017).…”

Section: Literature Reviewmentioning

confidence: 99%

Creative Pedagogical Development of Students Based on the Implementation of Didactic Games

Nagovitsyn

Замолоцких

Сокольникова³

et al. 2020

RREM

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This article discusses the implementation of innovative technologies in the process of training students of a pedagogical university. The purpose of the study: to develop a set of didactic games for students - future teachers and experimentally prove the effectiveness of its implementation to enhance their creative pedagogical development. The experimental study was attended by full-time, part-time and evening students (n=286) of the Pedagogical Institute. Students of the experimental group implemented a set of special didactic games (n=14) in extracurricular activities during the school year. Didactic games were implemented by students independently on the basis of a university-wide student scientific society at the center of the council of students and student scientific initiatives. Didactic games for research and practical implementation were differentiated by target, long-term and structural features. The obtained statistical data in the study (p<0.05) proved the effectiveness of introducing a variety of didactic games in extracurricular time of students without the participation of teachers, in the mode of independent control over the process of their conduct. The didactic games implemented during the school year had a significant positive impact on creative pedagogical development through raising the level of creative well-being, communication skills and pedagogical improvisation of students. The study revealed new scientific data on the processes of increasing creative extracurricular activities of students and patterns that exist in the studied pedagogical science on this issue. This is one of the key conditions for improving the quality of professional training of future teachers.

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“…Laura, 2020). Creativity can be developed in educational environments (Daniel & Laura, 2020;Davies et al, 2013;Scott et al, 2004). Moreover, fostering students' creativity should be integrated into lessons and subjects taught in schools (Chan & Yuen, 2014;Kim, Roh, & Cho, 2016;Nie, 2017).…”

Section: Introductionmentioning

confidence: 99%

Improving the Students’ Creativity in Chinese Mathematics Classrooms

Zhang¹,

Wu²,

Cheng³

et al. 2020

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This paper probes into qualities aiming at improving students' creativity in mathematics learning and attempts to share Chinese experience of mathematical teaching. Based on the "Youth Innovation Competence Model", we put forward six principles of mathematics creative teaching as follows: 1) encourage creative thinking; 2) make full use of representations and transformation of mathematical knowledge; 3) establish motivation, self-efficacy, and self-concept within students; 4) help students become self-regulated; 5) promote group interactions; and 6) implement open learning environment. With the utilization of six principles in mathematical teaching in Chinese classroom, the lesson Understanding of Long Cuboid and Cube of fifth grade shows that these principles can be perfectly implemented in driving problem, anchor task, and diagnostic assignment in mathematical teaching. Most importantly, students' competence in innovation is greatly improved.

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Creativity and education: A bibliometric mapping of the research literature (1975–2019)

Cited by 137 publications

References 63 publications

Fostering students’ creativity via educational robotics: An investigation of teachers’ pedagogical practices based on teacher interviews

Fostering students’ creativity via educational robotics: An investigation of teachers’ pedagogical practices based on teacher interviews

Creative Pedagogical Development of Students Based on the Implementation of Didactic Games

Improving the Students’ Creativity in Chinese Mathematics Classrooms

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