Teaching for Creativity: How to Shape Creative Attitudes in Teachers and in Students

Grohman, Magdalena G.; Szmidt, Krzysztof J.

doi:10.1007/978-1-4614-5185-3_2

Cited by 15 publications

(14 citation statements)

References 19 publications

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“…As long as the scientific ideas portrayed are consistent with the views currently held by the scientific community, students have the final word on the themes and artistic choices they choose for their artwork. This freedom reinforces a sense of ownership and the value of learning by connecting the artwork with their own lives, passions, and interests (Grohman & Szmidt, 2013;Ritchhart, 2015) while encouraging them to self-reflect (Bruner, 1986). Based on such a personal outlook, this activity has the potential to engage students cognitively at higher levels of abstraction by enhancing their engagement and their ability to transfer knowledge across disciplines in school, as well as from school to both home and the workplace.…”

Section: Theoretical Foundations For the Projectmentioning

confidence: 99%

The Art & Science Project: Constructing Knowledge Through Creative Assessments

Lima

2016

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In the last few years, the use of creative assessments has been shown to be e ective in addressing students’ di erent learning styles and nurturing their personal and academic growth. This article presents the framework for the activities and assessments of the Art & Science Project,1 which is designed to engage learners by using visual arts to portray scienti c concepts. The project’s goal is to promote cross-disciplinary integration and a deeper understanding of the crucial role of models in science. The history of the project and the technologies used to support a creative environment are described.

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Section: Theoretical Foundations For the Projectmentioning

confidence: 99%

The Art & Science Project: Constructing Knowledge Through Creative Assessments

Lima

2016

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“…One purpose of this training is to enhance teachers' understanding and attitudes towards teaching creatively and teaching for creativity; hence, some of the most prevalent myths about creativity can be addressed (Plucker, Beghetto & Dow, 2004;Plucker & Dow, 2010). This step allows teachers to discuss their own perceptions about creativity and correct any misconceptions they might have with existing evidence from up-to-date materials on creativity in psychology and education (Grohman & Szmidt, 2013). Involving teachers in such discussions should also help them understand how those misconceptions affect their attitudes towards creativity and how that in turn affects the success of their students.…”

Section: Recommendations and Future Studiesmentioning

confidence: 99%

“…Grohman and Szmidt (2013) suggest techniques that belong to three general categories: www.ccsenet.org/elt English Language Teaching Vol. 9, No.…”

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confidence: 99%

Do Saudi EFL Teachers Promote Creativity in Their Classrooms?

Al-Qahtani

2016

ELT

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Despite the efforts made by the Ministry of Education in Saudi Arabia, there is still much to be done in order to nourish creativity in schools. According to a number of studies, there is an urgent need to reconsider the role of creativity in the current educational programmes because there is an increasing gap between the reality of the classrooms and the expectations that students and others, such as parents, might have. Studies have shown that Saudi public school students lack the necessary creative thinking skills, especially in language classrooms. In fact, as claimed by some researchers, Saudi students' low level of achievement in English is mainly a result of the approaches and methods practiced in schools that do not promote creativity. The current study explores whether or not EFL teachers promote creativity in their classrooms in Saudi Arabia, while also taking into consideration their own perceptions and attitudes towards this important concept.The sample in this study included 45 Saudi EFL teachers and six EFL supervisors. After teachers responded to a creativity questionnaire that explored their attitudes and the extent to which they promote creativity in language classrooms, eight of the teachers and the six EFL supervisors were interviewed. The results revealed that most Saudi EFL teachers put little effort into fostering creativity in their teaching practices. Also, their attitudes towards creativity seem to be divided. The study identified a number of factors as being responsible for these results. They highlight the need to familiarize textbook designers, EFL supervisors, and teachers with the importance of creativity and its various applications. The study concludes with important practical recommendations and suggestions for future research.

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“…The former refers to the use of imaginative approaches to make learning more funny and effective, while the latter concerns about the attitudes of creative teaching, and teaches how to develop students' creative thinking and behavior. Despite the creative teaching has its undeniable value and it is believed that it has a lasting impact, education ultimately should focus on creativity training [5] .…”

Section: B Cultivating How To Access the Creativity Teaching And Stumentioning

confidence: 99%

A Comparative Study on Teaching Effects of Different Innovative Methods for Curriculum System: An Students' self-evaluation Study

Luo¹,

Wang²,

Ping³

et al. 2016

Proceedings of the 2016 International Seminar on Education Innovation and Economic Management (SEIEM 2016)

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Abstract-In order to test the feasibility of the curriculum system of TRIZ used in humanities and social science majors, compared with the traditional creativity developing, this study will test whether it is effective to cultivate students' creativity and to train their ability to solve problems. This study designs the randomly experimental targets in the two control groups for pretest and post-test. This study tests creative thinking and student self-evaluation questionnaire, and the result indicates that in terms of the pretest for the two groups of students the indicators have no significant difference. In light of the post-test, for the two groups of students, their creative thinking indicators have improved significantly. However, the differences between the experimental group and the control group are not significant. Finally, this study has discussed the value of TRIZ Course contained in Humanities and Social Science Teaching and addressed the needs to improve.

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Teaching for Creativity: How to Shape Creative Attitudes in Teachers and in Students

Cited by 15 publications

References 19 publications

The Art & Science Project: Constructing Knowledge Through Creative Assessments

The Art & Science Project: Constructing Knowledge Through Creative Assessments

Do Saudi EFL Teachers Promote Creativity in Their Classrooms?

A Comparative Study on Teaching Effects of Different Innovative Methods for Curriculum System: An Students' self-evaluation Study

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