The Structure of Creativity in Primary Education: An Empirical Confirmation of the Amusement Park Theory

Willemsen, Robin H.; Schoevers, Eveline M.; Kroesbergen, Evelyn H.

doi:10.1002/jocb.411

Cited by 12 publications

(12 citation statements)

References 48 publications

(102 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Mathematical creativity thus also depends on formerly acquired knowledge and skills in the particular domain. This means that both domain-general creativity and domain-specific knowlegde are needed to apply creativity in a specific domain (Baer & Kaufman, 2005;Willemsen et al, 2020). Accordingly, mathematical creativity has been found to consist of both domain-general creativity and domainspecific (mathematical) knowledge (Schoevers et al, 2020a).…”

Section: Creativity and Problem Typesmentioning

confidence: 99%

The relation between creativity and students’ performance on different types of geometrical problems in elementary education

Schoevers

Kroesbergen

Moerbeek

et al. 2021

ZDM Mathematics Education

Self Cite

View full text Add to dashboard Cite

Aim In the current study we aimed to investigate the relation between creativity and mathematical problem solving in the upper grades of elementary school. Methods To examine how student’s levels of general creativity were related to their performance on different types of geometrical problems, a geometry test with diverse problems was administered to a sample of 1665 Dutch students from third to sixth grade, as well as a creativity test. The geometry test consisted of four closed-ended routine problems, six closed-ended non-routine problems (related to a visual artwork) and four open-ended non-routine problems (multiple solutions problems). The Test of Creative Thinking—Drawing Production was used to measure students’ creativity. Multivariate multilevel analyses were conducted to take the nested structure of the data into account. Results The results showed that creativity was a significant predictor of students’ performance on all types of geometrical problems, but most strongly associated with performance on open-ended non-routine problems, suggesting that students with higher levels of creativity perform better in solving geometry problems in general, but especially in geometry problems asking for multiple solutions.

show abstract

Section: Creativity and Problem Typesmentioning

confidence: 99%

The relation between creativity and students’ performance on different types of geometrical problems in elementary education

Schoevers

Kroesbergen

Moerbeek

et al. 2021

ZDM Mathematics Education

Self Cite

View full text Add to dashboard Cite

show abstract

“…Given the novelty of this measurement, evidence on validity is still scarce. Still, one study found significant correlations between TCT-DP scores and tests of creative mathematics and -writing ( Willemsen et al, 2020 ) in a Dutch 4th grade sample, which supports convergent validity.…”

Section: Methodsmentioning

confidence: 87%

“…A total raw score was obtained by summing scores that were given for 13 categories (e.g., "new elements" or "unconventionality"). Good interrater-and test-retest reliability has been confirmed (for an overview see Urban and Jellen, 2010;Willemsen et al, 2020). Given the novelty of this measurement, evidence on validity is still scarce.…”

Section: Creative Thinkingmentioning

confidence: 96%

Emerging School Readiness Profiles: Motor Skills Matter for Cognitive- and Non-cognitive First Grade School Outcomes

et al. 2021

View full text Add to dashboard Cite

A promising approach for studying school readiness involves a person-centered approach, aimed at exploring how functioning in diverse developmental domains conjointly affects children’s school outcomes. Currently, however, a systematic understanding lacks of how motor skills, in conjunction with other school readiness skills, affect a child’s school outcomes. Additionally, little is known about longitudinal associations of school readiness with non-academic (e.g., socioemotional) school outcomes. Therefore, we examined the school readiness skills of a sample of Dutch children (N = 91) with a mean age of 3 years and 4 months (46% girls). We used a multi-informant test battery to assess children’s school readiness in terms of executive functions (EFs), language and emergent literacy, motor skills, and socioemotional behavior. During the spring term of a child’s first grade year, we collected academic and non-academic (i.e., EFs, motor skills, socioemotional- and classroom behavior, and creative thinking) school outcomes. A latent profile analysis revealed four distinct profiles. Children in the “Parent Positive” (29%) profile were rated positively by their parents, and performed variably on motor and language/emergent literacy skills tests. The second profile–“Multiple Strengths” (13%)–consisted of children showing strengths in multiple domains, especially with respect to motor skills. Children from the third profile–“Average Performers” (50%)–did not show any distinct strengths or weaknesses, rather displayed school readiness skill levels close to, or just below the sample mean. Finally, the “Parental Concern” (8%) profile was characterized by high levels of parental concerns, while displaying slightly above average performance on specific motor and language skills. Motor skills clearly distinguished between profiles, next to parent-rated EFs and socioemotional behavior, and to a lesser extent emergent literacy skills. School readiness profiles were found to differ in mean scores on first grade academic achievement, parent- and teacher-rated EFs, motor skills, parent-rated socioemotional functioning, and pre-requisite learning skills. The pattern of mean differences was complex, suggesting that profiles could not be ranked from low to high in terms of school outcomes. Longitudinal studies are needed to disentangle the interaction between emerging school readiness of the child and the surrounding context.

show abstract

“…They found that music students might be harder to be creative than the participants in the other domains. Willemsen et al (2020) also found that creativity skill was different in various domains among even primary education students. The students' creativity in mathematics and writing domains was not separate, but it differed in the drawing.…”

Section: A Rapid Review Of the Literaturementioning

confidence: 91%

A Comparison Study From a Creative Thinking Perspective in Different Domains as Art Education and Non-Art Education Students

Ülger

2023

Creativity Studies

View full text Add to dashboard Cite

Creative thinking measurement for everyone in different domains is the most crucial critical subject. Therefore, the current discussion continues whether creativity in various fields different.This study aimed to measurement the students’ creative thinking scores in various domains disciplines to reveal differences. The main research question was as followed: Do whether students’creative thinking scores of students in art and non-art education differ significantly? The method was a causal-comparative research design. Participant students (N = 456, meanage = 16–21) were equivalent regarding some variations; as education disciplines and ages. While however, the art and non-art education students were the domain-specific was art education students, the and domaingeneral,was non-art education students respectively. The present study determined a significant difference between domain-specific and domain-general on creative thinking scores in favor of the non-art education students in the range of ages 16 to 21. The study concluded that alternative instruments with domain-specific content needed to measure individuals’ creative thinking in the domain-specific. This study suggested future research to conduct creativity measurement comparatively individuals in different age ranges and domains fields.

show abstract

The Structure of Creativity in Primary Education: An Empirical Confirmation of the Amusement Park Theory

Cited by 12 publications

References 48 publications

The relation between creativity and students’ performance on different types of geometrical problems in elementary education

The relation between creativity and students’ performance on different types of geometrical problems in elementary education

Emerging School Readiness Profiles: Motor Skills Matter for Cognitive- and Non-cognitive First Grade School Outcomes

A Comparison Study From a Creative Thinking Perspective in Different Domains as Art Education and Non-Art Education Students

Contact Info

Product

Resources

About