Creativity: learning style or teaching strategy?

Abstract

The present research on Creativity: Learning Style or Didactic Strategy? It aims to identify the impact of Learning Styles and Didactic Strategies on Creativity. Teachers should resort to practices that make them obtain good results, projecting a quality training, this leads to being an active person, with social activities that make the student have a good and increasingly better participation in the process of teaching-learning, where it is capable of transmitting a discipline to overcome difficulties. (Márquez, 2005). Some items of the learning styles of the ILP-R questionnaire (SCHMECK) were used, from which the most relevant ones were selected since they could enrich the present study. The instrument that was applied presented a cronbach alpha of .85, the results were analyzed with the STATISTIC statistical package. The type of research is quantitative, the instrument was carried out in four sections, where the general data is found, and 3 research axes: Learning Styles, Didactic Strategy and Creativity. As main results it was found that Learning Styles and Didactic Strategies are considered to have an impact for the student to generate Creativity.

Student’s creative thinking based on study level, learning style, gender, and combination of the three

“…Studies have examined the relationship of students' learning styles and creative thinking. Espericueta et al [28] found that students' learning styles and didactic strategies are considered to have an impact to students' creative thinking. Ozturk and Karakus [29] looked at the creative thinking abilities of junior high school students with different social backgrounds and learning styles and found that the achievements of learning outcomes in aspects of creative thinking skills for each learning style were different.…”