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Nurturing Creativity: Whose Wisdom Is of Most Worth?  [PDF]
Huzaina Abdul Halim, Martyn Kingsbury, Charles Drage
Creative Education (CE) , 2013, DOI: 10.4236/ce.2013.49B001
Abstract: Researchers and practitioners interested in creativity have explored the concept at length. Wehner, Csikszentmihalyi and Magyari-Beck (1991) examined 100 doctoral dissertations on creativity and found a “parochial isolation” of various studies concerning creativity. There were relevant dissertations from psychology, education, business, history, sociology and other fields. However, different fields tended to use different terms and to focus on different aspects of what seemed to be a basic phenomenon. As instances of creativity are located in multiple domains and homes, one of the learning outcomes in ‘The Malaysian Curriculum Specification for English language’ requires that students be able to express themselves creatively and imaginatively. A discussion about what we might call real creativity, and how we might develop pedagogies in fostering this, is long overdue. In this presentation, the researcher will also highlight on how creativity might be conceptualized and how creativity within education in particular might respond to this rapidly shifting world. I hope then to problematize creativity, and to propose ways in which pedagogies may be meaningfully developed or resurrected in the twenty-first century education.
Features of Creativity as Expressed in the Construction of New Analogical Problems by Intellectually Gifted Students  [PDF]
Rama Klavir, Klavir Gorodetsky
Creative Education (CE) , 2011, DOI: 10.4236/ce.2011.23023
Abstract: The present research attempts to provide empirical data on creativity features that were employed by gifted students, as compared to ‘regular’ ones, in the process of constructing analogical problems. The research is coping with two major components of creativity: a) Readiness to get involved in the construction of new analogical problems and b) Creative features in the constructed problems. The results indicate that: 1) Gifted students were more creative than their age peers on the dimensions that were defined as relative creativity. 2) Relative creativity was especially salient in tasks that involved insight thinking. 3) Despite the high relative creativity of the gifted students' their comparative creativity, i.e. their creative capabilities as compared to the optimum, were limited. The results are coherent with the need and recommendations for progressive nurturing of gifted students towards fulfilling their creative potential.
Nurturing talents and creativity in youth: Challenge to contemporary world  [PDF]
?or?evi? Bosiljka,Maksi? Slavica B.
Zbornik Instituta za Pedago?ka Istra?ivanja , 2005, DOI: 10.2298/zipi0501125d
Abstract: The paper reviews approaches to the development of talents and creativity using surveys communicated in the 1975-2005 period at world, European and regional scientific conferences on gifted children and youth. Methods of studying and treating the gifted over the past three decades were analyzed on the basis of data available in records, proceedings of papers and other publications of the mentioned conferences as well as of personal findings of the present paper’s authors who participated in some of those conferences. In addition to identifying the subjects that captured attention of researchers and practitioners in a certain period of time, an attempt was made to describe trends in studying them and those likely ones for future work. The results indicate that the most frequent subjects under study were problems facing conception and definition of giftedness, talents and creativity, instruments for identifying gifted individuals, and manners of providing adequate education for them. Over time there was an increase in the number of studies related to identifying specific personality traits of a gifted individual and his environment, critical for his development and achievement. It is noticeable that interest in gifted children and youth is growing all the time, involving not only researchers and teachers but parents, the gifted themselves and other important social groups and institutions. It is concluded that encouraging talents and creativity in youth is a challenge to contemporary world, which will determine its future.
A Model for Assessing the Development of Students’ Creativity in the Context of Problem Posing  [PDF]
Atara Shriki
Creative Education (CE) , 2013, DOI: 10.4236/ce.2013.47062
Abstract:

In a changing technological society, creativity is recognized as the vehicle of economic and social growth. Although the education system has a central role in developing all students’ creativity, it is not often nurtured in schools. Several conditions are offered to justify this situation, among them: external pressures to cover the curriculum and succeed in standardized tests that generally require rote implementation of rules and algorithmic thinking; teachers’ tendency to teach similarly to the way they themselves were taught as school students; relating creativity to giftedness, and therefore avoiding nurturing all students creativity; teachers’ difficulties in assessing their students’ creativity and its development due to a lack of an available simple tool; and more. This paper is aimed at responding to the latter condition, suggesting a coherent and accessible tool or model for assessing students’ creativity and its development in the context of problem posing. The proposed model considers 4 measurable aspects of creativity-fluency, flexibility, originality and organization, and a total score of creativity that is based on relative weights of each aspect. Viewing creativity as relative, the scores for these 4 aspects reflect learner’s achievements in relation to his or her reference group. The proposed model has two flexible components—the first relates to teachers’ interpretation of originality, and the second relates to the weights they may wish to ascribe each aspect of creativity. In addition, it is suggested to provide learners with a graphical display of their scores and progress in order to enable them to refine their products in successive iterations. The examples in this paper are taken from mathematics; however the proposed model can be adapted to any other discipline.

Assessment Practices and Students’ Creativity  [PDF]
Marinela COJOCARIU
Studii de Stiinta si Cultura , 2011,
Abstract: It is my belief that assessment practices in the classroom can be used to protect students’creativity by recognizing and appreciating creative expression. This doesn’t mean that teachersshould throw out standards or provide empty praise for inappropriate ideas. If responses are notappropriate, teachers should provide suggestions on how students might adapt the idea so that it isuseful while still preserving the novelty. For students to be willing to express their creativity, theymust feel that their ideas, especially those that are unconventional, are welcome in the classroom.Students can be taught how and when to express novel ideas so that they are appropriate and usefulwithin a given context. By recognizing novelty and helping students calibrate that novelty so that itis appropriate and useful, teachers can go a long way in supporting and promoting studentcreativity.
Effects of computers on creativity of art students
BK Dogbe
Journal of Science and Technology (Ghana) , 2004,
Abstract: This study was made to investigate the effects of the use of computers by the Art students of the Kwame Nkrumah University of Science and Technology (KNUST) in Kumasi on their creativity in art productions. A total of 200 art students of the fourth year were involved in the study. The instrument consisted of a 20-item Likert scale questionnaire designed and validated by the researcher to elicit the desired responses from the students. The elements of creativity that were investigated included among others, the computer's ability or otherwise to surpass humans in creative art productions in terms of speed, flexibility, versatility, precision, capacity, efficiency and aesthetics. The responses of the questionnaires were coded. The mean and Standard deviations of the responses were calculated. The responses were later correlated through the use of the Pearson correlation formula. Computer was used in processing all data. The results showed varied intercorrelation. The views of the respondents showed a positive stance, which the researcher believes, arose out of enough experience or exposure to computers and their potentials. Based on these results a conclusion was made. Journal of Science and Technology Vol.24(2) 2004:84-91
ACHIEVEMENT IN RELATION TO MATHEMATICAL CREATIVITY OF EIGHTH GRADE STUDENTS
Pooja Walia
Indian Streams Research Journal , 2012,
Abstract: The present study was conducted to examine the relationship of mathematical creativity with achievement and differences between boys and girls with regard to their mathematical creativity (along with its dimensions) and achievement. Simple random sampling was used to select the participants. Participants (N= 180, boys = 99 and girls = 81) completed creativity test. Mathematical creativity was measured using the Creative Ability in Mathematics Test developed by Balka (1974). Pearson's Product Moment Correlation analysis indicated that mathematical creativity (along with its dimensions) is related to achievement in mathematics of eighth grade students. No significant difference was found between boys and girls with regard to their achievement and mathematical creativity (along with its dimensions). However, girls were found better than boys on one dimension of mathematical creativity i.e. flexibility.
Causal Model of Variables Affecting the Creativity of Undergraduate Students  [PDF]
Banjob Boonchan, Phadungchai Pupat, Boonchan Seesan
Creative Education (CE) , 2017, DOI: 10.4236/ce.2017.82022
Abstract:
This research aims to select variables affecting the creativity of undergraduate students and to develop a causal model from the results. A total of 760 students participated in this study. The instruments used were the Torrance Tests of visual and written language and a questionnaire about the variables that influence creativity. Also a confirmatory factor analysis (CFA), mean and standard deviations, and a path analysis with the LISREL version 8.8 and SPSS program were used. The results show that administration, teaching, instructional climate, motivation, and personality are the variables that affect the creativity of the undergraduate students. The results from the CFA show an acceptable goodness-of-fit. The means of creativity and variables affecting creativity of the undergraduate students were at a medium and high level (between 2.98 to 3.05 and between 3.94 to 4.13), respectively. The goodness-of-fit of the causal model of the variables affecting the creativity of the undergraduate students was developed on the basis of the empirical data as well. The statistical results obtained were χ2 = 125.28, df = 104, p-value = 0.07622, GFI = 0.98, AGFI = 0.97 and RMSEA = 0.016, all of which are based on specified criteria.
Teachers’ and Teacher Students’ Conceptions of Learning and Creativity  [PDF]
Iida Vedenp??, Kirsti Lonka
Creative Education (CE) , 2014, DOI: 10.4236/ce.2014.520203
Abstract: The aim of this study was to explore what kinds of conceptions of creativity and learning Finnish teachers and teacher students expressed, and how these conceptions were related to the respondents’ epistemologies (conceptions of knowledge and learning). The participants (n = 89) answered an e-form, consisting of 3 open-ended questions (conceptions of learning, creativity and the connection between the two). In addition, there were 23 two-part Likert-type statements on epistemologies (Lonka et al., 2008) as well as 10 background questions. Mixed method approach was used to analyze the conceptions that the respondents’ expressed. Two qualitative categories of conceptions of learning came from previous research, Constructivity and active epistemology (Lonka, Joram, & Bryson, 1996). A new category also emerged: Collaborativity of learning. The answers about creativity were classified based on whether creativity was viewed as an inborn ability or something changeable, whether focus was on product or process, and whether creativity was seen as collaborative. The participants’ open-ended conceptions of learning reflected a view of learning as teacher-regulated assimilation, whereas their (structured) epistemologies higlighted reflection and deep-level learning. Creativity was viewed as something that can be improved, focusing on the collaborative process. A link between learning and creativity was identified. It shall be of interest to see, how such epistemic stands would be related to group work.
Creativity of students’ stories: Case study at primary school  [PDF]
Maksi? Slavica,?evku?i? Slavica
Zbornik Instituta za Pedago?ka Istra?ivanja , 2012, DOI: 10.2298/zipi1201128m
Abstract: The paper explores a question relevant to educational practice: to what extent are teachers’ assessments of students’ creative story writing reliable and useful for gaining insight into students’ creative production in this domain, and for shaping and providing adequate support to creative potential of young people at school setting. Participants in this study were sixth and seventh grade primary school students who wrote stories (N=142), and teachers who assessed creativity of these stories (N=3). A statistically significant, but low agreement was found among teachers’ assessments of the stories’ creativity. The teachers identified two groups of creativity indicators: the first group refers to expression in the verbal domain (knowledge of language, playing with language), while the other group refers to creativity in general (originality, sentiment, ethic dimension). Case studies of four most creative story writers failed to find a typical profile with critical contribution of any indicator or precondition for their creative production. Narrative analysis of the most creative stories confirmed the existence of those indicators of creative potential which the teachers reported in their essays. It is concluded that an individual approach in interpreting data on the child’ talents is necessary even at the primary school level. It is recommended to combine qualitative and quantitative methods, which enables obtaining data that would not be accessible by using only one or the other approach. [Projekat Ministarstva nauke Republike Srbije, br. 47008: Improving the quality and accessibility of education in modernization processes in Serbia i br. 179034: From encouraging initiative, cooperation and creativity in education to new roles and identities in society]
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