Teachers’ conceptions of student creativity in higher education

Jahnke, Isa; Haertel, Tobias; Wildt, Johannes

doi:10.1080/14703297.2015.1088396

Cited by 81 publications

(60 citation statements)

References 11 publications

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“…Dado que, la educación universitaria en la contemporaneidad debe replantearse la incorporación de modelos de enseñanzas creativos para el éxito del aprendizaje (Jahnke et al, 2015;Nissim et al, 2016). En este estudio se consideró 6 indicadores que pueden medirse de forma sistemática para evaluar el aprendizaje durante la formación investigativa en docentes.…”

Section: Resultsunclassified

Conjugación Práctica Para La Evaluación Formativa Del Aprendizaje

Solano-García

Pérez²,

Chauca

et al. 2019

Biotempo

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Th e search for strategies for learning represents a challenge at the educational level. Th e purpose of the study was the practical conjugation for the formative evaluation of learning in university teachers. From the implementation of the graduate program referred to the international diploma course "scientifi c creativity and technological innovation" that was developed at the National University "San Luis Gonzaga" of Ica, Peru, a learning scheme was established on 6 indicators: selection variable, research approach, type of scientifi c article oriented, cognitive recognition, methodological structure of interest and interpretation, and contribution criterion. Th ree teachers were randomly selected, and through the quantitative technique by content analysis the level of learning was considered. A score code of 12 to 20 was established, with only the 18 to 20 points being recognized as the level of excellence. When comparing the results among the teachers, there were statistically signifi cant diff erences (p <0.05) where a teacher ranked at the level of excellence when obtaining 18 points. Th e replication of the indicators in other teaching modalities was required to evaluate their possible contribution to the formation of learning in university teachers.

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Section: Resultsunclassified

Conjugación Práctica Para La Evaluación Formativa Del Aprendizaje

Solano-García

Pérez²,

Chauca

et al. 2019

Biotempo

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“…Complementary research would be required to confirm this hypothesis. For example, a non-linear econometric model could provide insights into the impacts of alternative curricula on creativity: this would require the development of an objective measure of creativity levels or changes in these levels (Breslin, 2017;Eshun & Amoako-Agyeman, 2016;Jahnke, Haertel, & Wildt, 2017;Pretz & Kaufman, 2015). Fourth, the model neglects uncertainty about the happiness gained from creativity (Lolich & Lynch, 2016).…”

Section: Discussionmentioning

confidence: 99%

Scholarships versus training for happiness gained from an education in creativity: A dynamic analytical model

Zagonari

2019

Higher Education Quarterly

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This paper presents a mathematical model of the dynamic interrelationships between education, creativity and happiness based on both theoretical insights and evidence from recent empirical neurological studies. In this context, the results are conditional on an individual’s learning effort and risk‐aversion. Specifically, I focus on two main determinants of creativity (divergent and convergent thinking) and compare two main educational policies (scholarships versus unstructured training) with regard to their impacts on the happiness gained from creativity in the general and healthy population. A test is provided by matching the model’s predictions with the results of recent neuroscience research. Numerical simulations suggested that improving convergent thinking is more important than improving divergent thinking for creativity to generate happiness throughout an individual’s life, provided that both divergent and convergent thinking have been achieved to a sufficiently large degree, and that unstructured training (i.e., extra‐curricular activities) in divergent thinking (e.g., in accounting schools) is necessary to reach wealthier students who have more difficulty learning. In contrast, scholarships or unstructured training in convergent thinking (e.g., in art schools) are necessary to reach students who learn easily but who are less wealthy.

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“…En el caso de la educación a nivel universitario, la misma debe mostrar el replanteamiento de habilidades creativas para garantizar el éxito sobre algún tipo de aprendizaje verdaderamente efectivo (Jahnke et al, 2015;Nissim et al, 2016) y que siempre pueda estar acompañado del pensamiento crítico (Dwyer et al, 2014), además, reconozca la reorientación sostenible a programas y/o modelos de enseñanzas (O'Brien & Sarkis, 2014).…”

Section: Introductionunclassified

Aprendizaje De Procesos Metodológicos Mediante Prácticas Evaluativas en Docentes Universitarios

Pérez¹,

Gorina-Sánchez²,

Solano-García³

et al. 2019

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Teachers’ conceptions of student creativity in higher education

Cited by 81 publications

References 11 publications

Conjugación Práctica Para La Evaluación Formativa Del Aprendizaje

Conjugación Práctica Para La Evaluación Formativa Del Aprendizaje

Scholarships versus training for happiness gained from an education in creativity: A dynamic analytical model

Aprendizaje De Procesos Metodológicos Mediante Prácticas Evaluativas en Docentes Universitarios

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