Intcrscliolastic Futuristic Creative Problem‐Solving

Torrance, E. Paul; Bruch, Catherine B.; Torrance, Jamie

doi:10.1002/j.2162-6057.1976.tb01011.x

Cited by 13 publications

(6 citation statements)

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“…The three most important are ideational fluency, the sheer number of ideas generated; originality, the number of ideas generated that were not usually suggested by similar-aged students; and flexibility, the number of different categories that the ideas fell into. Torrance also developed several different curricular units to teach creativity, with the goal of helping students to increase their scores on the TTCT, such as the Future Problem Solving Program (Torrance, Bruch, & Torrance, 1976).…”

Section: • Teaching Specific Creativity Techniquesmentioning

confidence: 99%

A Call to Action: The Challenges of Creative Teaching and Learning

Sawyer

2015

Teachers College Record

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Background/Context In spite of the widely acknowledged importance of creativity to society and the economy, scholars have had difficulty providing research-based recommendations for how to foster creativity in schools. The article extends three strands of research that have attempted to provide such recommendations: studies of whether creativity training enhances domain-general creativity; studies of whether arts education and arts integration enhance cognitive skills that transfer to other content areas; and studies of collaborative learning environments, designed to foster deeper conceptual understanding in the content areas. Purpose/Objective The focus of the article is to provide recommendations for how to design learning environments to foster greater creativity. I bring together arts education research, creativity research, and learning sciences research to provide recommendations for how to design learning environments to foster creative learning outcomes. Research Design This is primarily a review article. It provides meta-analyses of three strands of research—creativity training, arts education, and learning sciences. The conclusion of this review is that domain-general creativity training is less effective than domain-specific changes in how each subject is taught. Conclusions We are not likely to enhance student creativity by teaching for creativity in a distinct, domain general way. Instead, educating for creativity is most effective when schools change the way each subject is taught. Learning sciences research has provided strong evidence that the most creative learning, in all subjects, results from pedagogical strategies that are active, constructivist, collaborative, and improvisational. I provide research-based recommendations for how to design learning environments that result in creative learning outcomes.

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Section: • Teaching Specific Creativity Techniquesmentioning

confidence: 99%

A Call to Action: The Challenges of Creative Teaching and Learning

Sawyer

2015

Teachers College Record

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“…Research and development efforts during the past three years have accumulated massive amounts of data, much of which remains unanalyzed. Two projects, the Future Problem-SolvingProgram (Torrance, Bruch & Torrance, 1976;Torrance, Williams & Torrance, 1977) and a special summer program known as the Career Awareness Component of the Governor's Honors Program (Torrance, Kaufmann, Gibbs & Torrance, 1976), will be presented. The Future Problem-Solving Program involves a deliberately interdisciplinary approach to studying and solving future problems, and may be used either as an intramural or combined intramural/interscholastic activity.…”

Section: Forgifted Childrenmentioning

confidence: 99%

“…The early history of the Future Problem-Solving Program was described previously (Torrance, Bruch & Torrance, 1976). Three interscholastic future problem-solving bowls with trophies and other awards for high performing teams have been conducted.…”

Section: Forgifted Childrenmentioning

confidence: 99%

Giftedness in Solving Future Problems

Torrance¹

1978

Journal of Creative Behavior

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“…Algunos estudios han descrito una estructura particular de personalidad en individuos creativos: la llamada "personalidad creativa". Los autores que proponen esta estructura describen rasgos como independencia, no conformismo y búsqueda de lo novedoso como fundamentales (35,36). A través de varios estudios se ha establecido que los individuos creativos muestran un patrón característico de flexibilidad cognoscitiva, precisión en la comunicación, curiosidad intelectual y falta de interés en supervisar sus propios intereses y los de los demás (37).…”

Section: Introductionunclassified

Creatividad y rasgos de personalidad en estudiantes universitarios: estudio transversal de asociación

Santamaría

Sánchez

2012

Revista Colombiana de Psiquiatría

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Intcrscliolastic Futuristic Creative Problem‐Solving

Cited by 13 publications

References 1 publication

A Call to Action: The Challenges of Creative Teaching and Learning

A Call to Action: The Challenges of Creative Teaching and Learning

Giftedness in Solving Future Problems

Creatividad y rasgos de personalidad en estudiantes universitarios: estudio transversal de asociación

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