Speaking of Creativity: Frameworks, Models, and Meanings

Doyle, Charlotte L.

doi:10.1007/978-3-319-90272-2_3

Cited by 10 publications

(11 citation statements)

References 46 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Numerous studies have focused on describing personality and individual-level qualities related to a creative person (e.g., Jankowska et al, 2019;Karwowski et al, 2013;Plucker et al, 2009;Runco et al, 2017). However, there are indications that the creativity of individual members may not be the only and the most important factor in small group activities (Doyle, 2019;Hülsheger et al, 2009). For instance, the results of teamwork tend to be more creative if the group members represent a diversity of perspectives (Page, 2008).…”

Section: From a Classic 4p View To An Ipo Model Of Collaborative Creativitymentioning

confidence: 99%

“…Moreover, in the 4P model, process refers to (a) practical methods and strategies used or (b) underlying cognitive processes that occur when an individual is engaged in creative thinking (Doyle, 2019;Gruszka & Tang, 2017). The IPOCC model widens the notion of process to capture Group Processes, incorporating joint engagement and coconstruction of ideas and including collective aspects of creativity and the perception of creativity as social and communal processes (Miell & Littleton, 2004;Sawyer, 2012;Sawyer & DeZutter, 2009).…”

Section: From a Classic 4p View To An Ipo Model Of Collaborative Creativitymentioning

confidence: 99%

See 1 more Smart Citation

Students’ Experiences in Summer Enrichment Engineering Courses: An Input–Process–Outcome Model of Collaborative Creativity

Ghahremani

Pereira

Desmet

et al. 2021

Journal of Advanced Academics

View full text Add to dashboard Cite

In this study, we examined students’ experiences regarding precollege engineering curricula, classroom environments, and their experiences with the creative process in two engineering courses offered in a university-based summer enrichment program. Applying provisional and open coding to interview data from 16 participants, an Input–Process–Outcome Model of Collaborative Creativity (IPOCC model) was developed. The IPOCC model expands the 4P model of creativity to incorporate more collaborative contexts. The IPOCC model suggests that in K–12 collaborative practice, creativity involves group-level considerations in addition to individual-level components. The IPOCC model offers insights for educators in terms of input components, group processes, and mediating factors that can facilitate learners’ engagement in creative teamwork. The findings of this study indicated that a combination of challenging tasks, open-ended problems, and student teamwork provides a rich environment for learners’ engagement to think creatively.

show abstract

Section: From a Classic 4p View To An Ipo Model Of Collaborative Creativitymentioning

confidence: 99%

Section: From a Classic 4p View To An Ipo Model Of Collaborative Creativitymentioning

confidence: 99%

Students’ Experiences in Summer Enrichment Engineering Courses: An Input–Process–Outcome Model of Collaborative Creativity

Ghahremani

Pereira

Desmet

et al. 2021

Journal of Advanced Academics

View full text Add to dashboard Cite

show abstract

“…A classic example from the visual arts in American history is abstract expressionism. Valued was "expressivity" in opposition to realistic representation-the movement was created out of resistance to social realism (Doyle, 2019). Constraints-internal and external-range in their manifestations and effects on individuals, communities, and domains.…”

Section: Creativity Constraints: Global Influencementioning

confidence: 99%

Takeaways: Global Influences on Dynamic Creative Exploration

Mullen

2020

Creativity Theory and Action in Education

View full text Add to dashboard Cite

Paradoxically, "creativity is a dynamic phenomenon" (Beghetto & Corazza, 2019a, p. 321) in accountability-bound world cultures. If it can be said that creativity acts and actions "use culture while, at the same time, renewing it" (Glăveanu, 2016, p. 1), then creativity research can be framed, designed, and operationalized with this perspective in mind. By dynamically adapting creativity frameworks to uncover perspectives on, and experiences of, education in creatively deprived cultural spaces, creativity becomes enlivened in exciting new ways, such as through advocacy for a cleaner world and better life. A chief precept in Revealing Creativity is that existing models of creativity-like the Four C (4-C) Model of Creativity-can be utilized to Influence Shutterstock 9.2 Meta-Reflection on Research Questions

show abstract

“…Teachers play a vital role in ensuring the success and effectiveness of the education system (Zainal and Matore, 2019). Teacher creativity has long been recognised as an important factor in developing creative and innovative learners (Craft, 2015;Saibon et al, 2017;Doyle, 2019). With the growing recognition of the importance of knowledge creation and exploratory, utilisational learning, creativity in schools and teachers has become an important issue in improving the quality of education (Da'as, 2021).…”

Section: Introductionmentioning

confidence: 99%

A study on the development of creativity of teachers in Shaanxi Universities in China in the context of demographic variables

Xinyao¹,

Chang²

2023

Educ. Res. Rev.

View full text Add to dashboard Cite

This study was to explore the current state of creativity among university teachers in Shaanxi, China. The study was based on creativity systems theory and a questionnaire survey was conducted with a convenience sample of university teachers in Shaanxi Province. A total of 711 teachers from 30 universities were sampled to compare the effects of demographic variables such as gender, title, subject background, and creativity award experience on statistical differences in creativity, and SPSS was used to analyse the effects between teachers' cognitive needs and creativity in the university context. The results of the study revealed that there were significant differences between title, subject background, and creativity award experience on creativity and cognitive needs of university teachers in Shaanxi; and there was a positive and significant effect of cognitive needs of university teachers on creativity.

show abstract

Speaking of Creativity: Frameworks, Models, and Meanings

Cited by 10 publications

References 46 publications

Students’ Experiences in Summer Enrichment Engineering Courses: An Input–Process–Outcome Model of Collaborative Creativity

Students’ Experiences in Summer Enrichment Engineering Courses: An Input–Process–Outcome Model of Collaborative Creativity

Takeaways: Global Influences on Dynamic Creative Exploration

A study on the development of creativity of teachers in Shaanxi Universities in China in the context of demographic variables

Contact Info

Product

Resources

About