Investigation of Creativity in Physics in the Context of Learning in Association with Deep Approach to Study

Mukhopadhyay, Rajib

doi:10.9790/0837-0422430

Cited by 5 publications

(5 citation statements)

References 7 publications

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“…Learning physics has been able to improve the responsibility of each individual to develop creativity, imagination appreciate the variety of products, and see mistakes as a learning process to create a change towards success [2] . Creativity in learning physics is often known by the scientific creativity [3] . Scientific creativity defined as a kind of intellectual trait or ability producing or potentially producing a certain product that is original and has social or personal value, designed with a certain purpose in mind, using given information [4] .…”

Section: Introductionmentioning

confidence: 99%

Validity of Creative Responsibility Based Learning: An Innovative Physics Learning to Prepare the Generation of Creative and Responsibility

Suyidno¹,

Nur²,

Yuanita³

et al. 2017

IOSRJRME

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Section: Introductionmentioning

confidence: 99%

Validity of Creative Responsibility Based Learning: An Innovative Physics Learning to Prepare the Generation of Creative and Responsibility

Suyidno¹,

Nur²,

Yuanita³

et al. 2017

IOSRJRME

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“…En este sentido, no se plantea la necesidad de disminuir, o incluso anular, la presencia de un enfoque -Superficial-en detrimento del incremento de otro -Profundo-, sino que por el contrario se debe buscar alcanzar una convivencia entre ambos que posibilite a los estudiantes mejorar la calidad de sus aprendizajes (Entwistle, 2000). Asimismo, si se consideran los resultados de estudios anteriores (Heinstrom, 2000;Mukhopadhyay, 2012), y los hallazgos obtenidos en el presente trabajo es posible concluir que el equilibrio entre los enfoques de aprendizaje colaboraría con el desarrollo de la creatividad en los estudiantes. Por esta razón, es que deben adoptarse decisiones pedagógicas para poder mejorar los aprendizajes estudiantiles y al mismo tiempo formar futuros profesionales que den soluciones creativas a los problemas.…”

Section: Conclusionesunclassified

“…Por otro lado, el enfoque Profundo se encuentra estrechamente relacionado con la creatividad de los estudiantes, siendo esta capacidad muy valorada en la actualidad dentro del ámbito educativo por distintos organismos internacionales (Mukhopadhyay, 2012). Así, la Comisión Económica para América Latina y el Caribe (CEPAL, 2011), la Organización de Estados Iberoamericanos (OEI, 2010) y la Organización de las Naciones Unidas para la Educación, la Ciencias y la Cultura (UNESCO, 2017) plantean la importancia de transformar la educación tradicional en una educación con base en la estimulación de la capacidad creativa de los estudiantes y la resolución activa de problemas (CEPAL, 2011;OEI, 2010;UNESCO, 2017).…”

Section: Introductionunclassified

Creatividad y Enfoques de Aprendizaje en Estudiantes Universitarios

2021

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Introducción: Mejorar el aprendizaje de los estudiantes y adaptarlo a las demandas del mercado laboral actual es un tema de gran interés planteado por distintos organismos internacionales. Se busca así que los alumnos alcancen un aprendizaje profundo de los contenidos académicos y que a su vez desarrollen su capacidad creativa para la resolución de problemas. Objetivo: Analizar los enfoques de aprendizaje –Profundo y Superficial– y la creatividad –proceso creativo y personalidad creativa– en estudiantes universitarios según variables sociodemográficas y académicas. Método: Se empleó un diseño no experimental y transversal. Se respondió a un objetivo de diferencias entre grupos y a otro explicativo. Participaron 301 estudiantes universitarios de Psicología (51%) e Ingeniería (49%). Resultados: Se registraron diferencias significativas en los enfoques profundo y superficial: el primero a favor de las mujeres, y el segundo favorable a los varones. En relación con la creatividad, se observó una diferencia significativa en la personalidad creativa a favor de los varones, y del proceso creativo a favor de los estudiantes de Psicología. Por otra parte, el rendimiento académico fue explicado negativamente por el enfoque superficial (β=-.276) y positivamente por el proceso creativo (β=.185). Conclusiones: Para mejorar el rendimiento académico se necesita aplicar estrategias de enseñanza y evaluación que desestimulen el aprendizaje superficial y promuevan el proceso creativo en los estudiantes. Los cambios en las prácticas educativas deberán, además, enfocarse en mejorar el aprendizaje profundo y la creatividad para ajustar el perfil profesional de habilidades de los egresados al requerido actualmente por el ámbito laboral

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“…The science process skills contribute 40.1% to creativity development and rxy = 0.445 indicate a very significant correlation between the two variables [9]. Creativity in learning physics is often known by the scientific creativity [10]. Scientific creativity is defined as a kind of intellectual trait or ability to produce or potentially produce a certain product that is original and has social or personal value, designed with a certain purpose in mind, using given information [11].…”

Section: Introductionmentioning

confidence: 99%

Maximizing Students' Scientific Process Skill within Creative Product Design: Creative Responsibility Based Learning

Suyidno¹,

Dewantara²,

Nur³

et al. 2017

Proceedings of the 5th SEA-DR (South East Asia Development Research) International Conference 2017 (SEADRIC 2017)

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Abstract-Physics learning has greatly contributed to the development of technology products. Why do most students face difficultly to design a product creatively? This paper describes the effectiveness of Creative Responsibility Based Learning (CRBL) to maximize the scientific process skill within creative product design. This research was conducted in four classes (physics, chemistry, biology, and science education) Universitas Lambung Mangkurat in 2016. Scientific process skill and creative product design data were obtained from the pre-test and post-test. The data were analyzed by using independent t-test, one-way ANOVA, Tukey test, and bivariate correlation. The tvalue of scientific process skill was -13.156 and the t-value of creative product design was -12.640. It indicated that the average of pre-test and post-test was significantly different. The CRBL affected students' scientific process skill and creative product design. Tukey test results also indicated that all groups had no significant difference with one another. F-value of scientific process skill was 1.236 with sig 0.315, indicated that CRBL increased scientific process skill consistently. F-value of scientific process skill was 3.483 with sig 0.018, indicated that CRBL increased creative product design consistently. Bivariate correlation test indicated that there was a correlation between scientific process skill and students' creative product design. The correlation was 0.511. It was concluded that CRBL was effective to maximize the scientific process skill within creative product design. Furthermore, it is recommended that the way to make creative product design is implemented in the daily life.

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Investigation of Creativity in Physics in the Context of Learning in Association with Deep Approach to Study

Cited by 5 publications

References 7 publications

Validity of Creative Responsibility Based Learning: An Innovative Physics Learning to Prepare the Generation of Creative and Responsibility

Validity of Creative Responsibility Based Learning: An Innovative Physics Learning to Prepare the Generation of Creative and Responsibility

Creatividad y Enfoques de Aprendizaje en Estudiantes Universitarios

Maximizing Students' Scientific Process Skill within Creative Product Design: Creative Responsibility Based Learning

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