Fostering creativity as a problem-solving competence through design: Think-Create-Learn, a tool for teachers

Ferrández, María Belén Calavia; Blanco, Teresa; Casas, Roberto

doi:10.1016/j.tsc.2020.100761

Cited by 32 publications

(29 citation statements)

References 49 publications

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“…However, this study found that not all types of knowledge sharing among employees in ITI are helpful for CSE. That is, it is a fundamental requirement that employees working on jobs need innovation, but if they have automatic responses without reflecting enough on the condition, then the knowledge they share cannot be innovative ( Calavia et al, 2021 ). The results of this study showed that automatic response had no relation with CSE, whereas ridiculed and stolen reflection were negatively related to CSE.…”

Section: Discussionmentioning

confidence: 99%

The Effects of Employees’ Perceived Intrinsic Motivation on Knowledge Sharing and Creative Self-Efficacy

Jiang

2022

Front. Psychol.

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Knowledge sharing is the major driving force to maintain enterprises’ competitiveness. This study extends the current knowledge-sharing research by considering knowledge sharing as comprising four types: automatic response, rational reflection, ridiculed reflection, and deprived reflection, based on Kahneman’s (2011) types of system thinking. Drawing on the motivation-action-outcome model, this study explored how individuals’ intrinsic motivation can guide the action of knowledge sharing and reflect the outcome of creative self-efficacy in intelligent transportation jobs. By snowball sampling in intelligent transportation companies, a total of 232 effective questionnaires were collected, and confirmatory factor analysis with structural equation modeling was performed. The research results showed that: intrinsic motivation was positively related to the four types of knowledge sharing tendencies; automatic response was not significantly related to creative self-efficacy; rational reflection was positively associated with creative self-efficacy; but ridiculed and deprived reflection were negatively related to creative self-efficacy. These results can be applied to encourage employees to practice rational reflection in knowledge sharing to enhance their creative self-efficacy in intelligent transportation jobs.

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Section: Discussionmentioning

confidence: 99%

The Effects of Employees’ Perceived Intrinsic Motivation on Knowledge Sharing and Creative Self-Efficacy

Jiang

2022

Front. Psychol.

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“…At this point, it is stressed the importance of applying the creative thinking process in problem solving, as it would be the ideal strategy in order to develop creativity, as creativity and problem-solving have many similarities [2,53]. Thus, is applying creative strategies in those processes that require a divergent, productive or idea-generating thinking style and analytical and evaluative strategies in those phases of the process that require a more conventional thinking or a convergent thinking style, aimed at finding a correct answer or its final elaboration.…”

Section: Teaching Methodology For Creative Thinking Skills Developmentmentioning

confidence: 99%

“…Design is a process of "making" solutions, and a well-recognized by-product of creative confidence and self-efficacy. Design thinking is an iterative process that repeatedly reformulates a problem to find its core and then analyses possible solutions to find the most favourable, allowing for the formation of 'creative bridges' between problems and solutions [53]. Thus, both analytical thinking and divergent creative thinking are key to design processes, worked through five core design thinking skills: Empathising, Defining Problems, Ideating, Prototyping, and Testing [67].…”

Section: Strategies To Develop Creative Thinking Skills In the Classroommentioning

confidence: 99%

Development of Creative Thinking Skills in the Teaching-Learning Process

Larraz-Rábanos¹

2021

Teacher Education - New Perspectives

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Creativity is one of the most appreciated learning skills current the XXI century. The development of creativity has been considered essential in order to achieve an effective and a high-level learning. As different approaches to its study, creativity has been defined as a result, as a process, as a construct derived from the influence of the context and of the experience and as a personality feature of human nature. The aim of this contribution is to explain the study of creativity from the mentioned approaches to achieve a comprehension of such construct. In addition, the focus has been centred on highlight the development of creativity from an educational approach, starting from the description, implication of the use and application of creative strategies in the teaching and learning processes. Finally, a brief description is made of the most important or relevant strategies found in the literature, with emphasis on the incorporation of these strategies in the problem-solving process.

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“…The two principals also create a youtube channel as a learning media where teachers can create creative learning videos according to their field needs while evaluating using CBT. Here the teacher is involved in the process of developing/improving (involvement in a development/improvement process) technology-based learning ( (Nata, 2019); (Calavia et al, 2021)). In accordance with the research results by Printy et al and Benjamin Faut et al, the competence of teachers supported by conducive relationships can improve the quality of learning and create conditions that support the academic progress of all students.…”

Section: Technology-based Learningmentioning

confidence: 99%

Transformational Leadership: Principal Intellectual Stimulation In Improving Teacher Competences

Sholeh

2021

Al-Ta'lim J.

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Various efforts have been made to improve teacher competence, but there are still many institutions that have not optimized teacher capacity development. This study examines the intellectual stimulation of principals in improving teacher competence in two favorite institutions in the East Java region of SDI Qurrota A'yun Tulungagung and MI Perwanida Blitar. This study uses a qualitative descriptive method with a multi-case study design. Data were collected through 16 teachers and one school committee, one student guardian, one community leader, and one employee determined by random purposive sampling. Information was obtained through interviews, documentation, and observation. The results of this study indicate the role of leaders in forming various teacher competency improvement programs; (a) Program in-service education. The leader delegates teachers to improve professional and pedagogical competencies, which consist of advanced study programs, equivalency studies, Teacher Professional Education (PPG), (b) Program in-service training. Leaders delegate teachers to improve pedagogical and professional competencies through training activities, seminars, workshops, and webinars. (c) Leaders conducted program on-service training as a facility to improve teacher competence, (1) Supervision Activities and Teacher Working Groups (KKG), (2) teachers are actively competing, (3) actively writing papers, (4) collaboration activity, (5) social service activities, (6) religious activity (7) Job rotation, (8) Curriculum integration according to the institution's development distinction, (9) Technology-based learning.

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Fostering creativity as a problem-solving competence through design: Think-Create-Learn, a tool for teachers

Cited by 32 publications

References 49 publications

The Effects of Employees’ Perceived Intrinsic Motivation on Knowledge Sharing and Creative Self-Efficacy

The Effects of Employees’ Perceived Intrinsic Motivation on Knowledge Sharing and Creative Self-Efficacy

Development of Creative Thinking Skills in the Teaching-Learning Process

Transformational Leadership: Principal Intellectual Stimulation In Improving Teacher Competences

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