Relevant bibliographies by topics / Creativity in education

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Creativity in education'

Author: Grafiati
Published: 4 June 2021
Last updated: 28 January 2023

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Journal articles on the topic "Creativity in education"

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Simonton, Dean Keith. "Teaching Creativity." Teaching of Psychology 39, no. 3 (June 21, 2012): 217–22. http://dx.doi.org/10.1177/0098628312450444.

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In the past decade, the psychological study of creativity has accelerated greatly. To facilitate the teaching of creativity, I provide an overview of the recent literature. The overview begins by discussing recent empirical results and research trends. This discussion specifically treats creativity’s cognitive, differential, developmental, and social aspects. Then I outline central controversies in the study of creativity. These debates concern the nature of creative thought (domain-specific vs. generic processes), creative development (nature vs. nurture), and creative persons (psychopathology vs. mental health). The article closes by asking not just how to teach creativity but also how to teach creativity creatively.
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Hamiloglu, Ceren. "Creativity in architectural education." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 4 (November 6, 2017): 105–10. http://dx.doi.org/10.18844/prosoc.v4i4.2601.

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Ahmad, Muktar, and Salma Shaheen. "Encouraging Creativity and Innovation in Education." Indian Journal of Applied Research 3, no. 2 (October 1, 2011): 114–17. http://dx.doi.org/10.15373/2249555x/feb2013/39.

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Shaheen, Robina. "Creativity and Education." Creative Education 01, no. 03 (2010): 166–69. http://dx.doi.org/10.4236/ce.2010.13026.

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Hodges, Gabrielle Cliff. "Creativity in education." English in Education 39, no. 3 (September 2005): 47–61. http://dx.doi.org/10.1111/j.1754-8845.2005.tb00624.x.

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Fasko, Daniel. "Education and Creativity." Creativity Research Journal 13, no. 3-4 (October 2001): 317–27. http://dx.doi.org/10.1207/s15326934crj1334_09.

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Moss, Vicki, and Judith A. Webster. "Creativity in Education." AORN Journal 41, no. 1 (January 1985): 196–202. http://dx.doi.org/10.1016/s0001-2092(07)69828-7.

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Jones, Timothy. "Education for Creativity." British Journal of Music Education 3, no. 1 (March 1986): 63–78. http://dx.doi.org/10.1017/s0265051700005131.

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It is quite possible that the so-called ‘creative’ activities espoused by proponents of recent approaches to music education are endangering the production of great music by the next generation of composers because as children they are not being given the necessary foundation of skills to develop the craft of composition.Isolated examples of genuine educational conviction have only served to legitimise these questionable trends by lending a certain historical authority to a modern philosophical disaster.The major problem with the recent approaches is that they fail to recognise that craftsmanship is a fundamental requirement for genuine artistic achievement.
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Kaplan, Danielle E. "Creativity in Education: Teaching for Creativity Development." Psychology 10, no. 02 (2019): 140–47. http://dx.doi.org/10.4236/psych.2019.102012.

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Suyidno, Suyidno, Mohamad Nur, Leny Yuanita, Binar Kurnia Prahani, and Budi Jatmiko. "EFFECTIVENESS OF CREATIVE RESPONSIBILITY BASED TEACHING (CRBT) MODEL ON BASIC PHYSICS LEARNING TO INCREASE STUDENT’S SCIENTIFIC CREATIVITY AND RESPONSIBILITY." Journal of Baltic Science Education 17, no. 1 (February 20, 2018): 136–51. http://dx.doi.org/10.33225/jbse/18.17.136.

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The Creative Responsibility Based Teaching (CRBT) model is an innovative physics-teaching model designed to enhance students’ scientific creativity and responsibility. Therefore, this research aims to analyze the effectiveness of CRBT model to improve scientific creativity and first year students’ responsibility on Basic Physics learning in academic year 2016/2017. This research used one group pre-test and post-test design on 144 students divided into 4 groups at University of Lambung Mangkurat, South Kalimantan (Indonesia). The data collection methods were conducted by using: scientific creativity tests emphasized on unusual uses indicator, problem finding, product improvement, creatively science problem solving, creatively experiment designing, and creatively product design; questionnaire of responsibility emphasized on: participatory indicator, respecting others, cooperation, leadership, and delivering opinion; and interviews. The data analysis technique was done by using paired t-test / Wilcoxon test, n-gain, and ANOVA / Kruskal-Wallis test. The results showed that there was a significant increase in students’ scientific creativity and responsibility at α = 5%, with n-gain average of moderate category, and both were not different (consistent) for all four groups. Thus, the CRBT model is effective for enhancing students’ scientific creativity and responsibility. Keywords: creative responsibility based teaching, physics learning, responsibility attitude, scientific creativity, first year students.
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Dissertations / Theses on the topic "Creativity in education"

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Okere, Mark Ignatius Owondo. "Creativity in physics education." Thesis, King's College London (University of London), 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.283420.

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Broderick, Jane Tingle. "Creativity." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/4235.

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Almutlaq, Zidna. "Understanding CreativityThe Nature of Children’s Creativity and the Development of Creativity." University of Toledo / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=toledo154469865307658.

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Vosler, Matthew S. "Cracking the Creativity Crunch: Understanding Creativity for Outdoor Leaders in Adventure Programming." Ohio University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1557421932155276.

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Broderick, Jane Tingle, and J. Matson. "Creativity and Curriculum: “Exploring Theories of Creativity Through Our Shape Investigation”." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/4479.

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Wyke, Rebecca Martha C. "Teaching creativity and innovation in higher education." Thesis, University of Pennsylvania, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3592900.

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A principal goal of higher education is to prepare students for the real-world challenges they will encounter upon graduation in their everyday life, in their work and in society. While discipline specific content knowledge is an important component of a college education, a 2010 survey of employers conducted for the Association of American Colleges and Universities reflected the changing expectations of employers for recent college graduates. Approximately ninety percent of employers surveyed said college graduates entering the workplace need a broader set of skills than in the past in order to meet increasingly complex workplace challenges. Among the top four workplace skills in demand are creativity and innovation.

This study employs a qualitative phenomenological approach to examine a particular curricular program designed to impart creativity and to promote the generation of new ideas that lead to innovation. Through the use of student surveys and in-depth interviews with students and faculty who have participated in the program, the study offers a synthesized description of the student experience of the curriculum and the pedagogies used in the program. The study identifies the key benefits of the program for students; offers guidance on what kind of pedagogical approaches are necessary for faculty to successfully implement this kind of program; and addresses the challenges involved in advancing a curriculum for creativity and innovation that utilizes unconventional pedagogies.

What seems clear from the student experience is that the curricular program is effective in imparting the knowledge and skills to practice creativity and innovation. Also evident is that the constructivist learning environment and the pedagogies employed in teaching the program, including hands-on and collective learning, critical thinking and problem-based learning, and formative assessment, contribute to a feeling of confidence in the mastery of the skills and results in deep learning by the students. Through the experience, students are empowered with a creative capacity and an ability to innovate, as well as with skills in communication, collaboration, critical thinking and problem-solving. These are abilities that will prepare students for the complexities of rapidly changing world.

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Peacock, Diane. "Telling utterances : education, creativity & everyday lives." Thesis, University of East Anglia, 2014. https://ueaeprints.uea.ac.uk/52611/.

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Education policy, in practice so singularly an experienced phenomenon, may be irreconcilable to single forms of academic interpretation. The questions and possibilities raised by this proposition animate the core of this study. Why, given the volume of noise generated by the multiplicity of agents and agencies with critical interests in education policy and practice, do some voices dominate while others are unheard or silent? What might this mean for those being educated and for art and design education? Responses, rather than being articulated as a series of arguments in a traditional research format, are presented as a series of imagined texts comprising dialogues and monologues. The texts fuse a wide range of sources into a series of performed analyses of education policy and creative practice. Primary, secondary and archival sources bring together the voices of: artists; designers; other creative practitioners; educators; researchers; politicians; policy makers; national agencies; social theorists; and art and design undergraduates who were part of a three-year longitudinal field study. The theoretical and methodological formations underpinning the analysis are woven into the content and form of the texts themselves. Normal citation conventions are suspended until after a performance or reading, in order to aid unfettered interpretation. This study, undertaken over six years, draws on creative arts practice and dramaturgy to formulate alternative platforms for the articulation of critical discourses on education policy and creative development. Volume One contains a series of re-constructed monologues and imagined dialogues created to be intelligible to those inside and outside academia. Collectively they represent a series of enactments of the impact of policy on the everyday lives and creative development of individual art and design students. Readers are politely invited to read all of Volume One before reading Volume Two. The temporal separation of text from source provides a space for those who are willing to reflect on the forces that might be at play when reading (or writing) texts such as these.
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Corfman, Timothy D. "Creativity in Asynchronous Online Discussions." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4209.

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It is vital for online educators to know whether the strategies they use help students gain 21st-century skills. One skill that has been identified as important in the 21st century is creativity; however, a gap existed in the literature concerning whether online courses could help students to develop creativity. Thus, the purpose of this study was to determine whether participation in online courses can help students develop creativity using asynchronous online discussions, textbooks, and teacher developed materials. Amabile's componential model of creativity formed the study's conceptual framework. A case-study approach was used to examine the question of whether asynchronous online discussions and other materials used in online courses could help students develop creativity. One professor, recognized by her peers for her expertise in online education, and three of her online graduate students who volunteered for the study, were interviewed using Zoom. Twenty-nine transcripts of asynchronous online discussions were analyzed using a sequential process of building an explanation, checking the explanation against the data, and repeating the process. Key results from the study indicated that project-based prompts, problem-based prompts, and heuristics used in asynchronous online discussions can help promote creativity. Recommendations for future research include conducting a similar case study with a more diverse group of participants and with a course in a different specialty. These findings may promote social change by helping online instructors use appropriate prompts for asynchronous online discussions that will help students refine their creative skills to ultimately use them in the 21st-century workplace.
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Kempton, Gabrielle A. "Creativity in education: Exploring teacher experiences of creativity through an immersion studies learning framework." Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/110591/1/Gabrielle_Kempton_Thesis.pdf.

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This study emerged from the implementation of new curriculum within the Primary Years of an Australian school and the trialling of a school-based immersion studies learning framework. The study drew on policy incentives to promote creative thinking within the Australian Curriculum and the interpretation of creativity within educational settings. The research investigated teachers' perceptions and experiences of working within the immersion studies learning framework, and explored the ways teachers' knowledge building translated into planning, teaching and learning approaches to foster creativity. The research findings inform understandings of how teachers can develop knowledge and appreciation of creativity, aligned to interdisciplinary ways of teaching and learning.
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Merrill, Jeremy. "Increasing creativity in design education: measuring the e/affect of cognitive exercises on student creativity." Diss., Kansas State University, 2013. http://hdl.handle.net/2097/16996.

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Doctor of Philosophy
Department of Environmental Design and Planning
Stephanie A. Rolley
Creativity is vital to the design professions although there is a not a common understanding among designers about the nature of creativity. Designers need a model of creativity that helps place the importance of creativity in the design process and informs educators about how to better enhance creativity in their students. Merrill’s Model of Creativity in Design (Merrill & Rolley 2012) was developed by the researcher and served as the framework for exploring the effect of an academic intervention on the creativity of college freshman design students in order to answer the question: Does participating in an academic intervention affect the creativity of first-year, three-dimensional design students, as measured by the Figural Torrance Test of Creative Thinking? A mixed methods approach allowed development of a rich field of data for analysis as well as a body of student work and experiences. Design students were taught creativity techniques in addition to completing short exercises during a one-hour weekly seminar class, Design Thinking and Creativity. These students were compared to a control group of students utilizing a modified Solomon four-group non-equivalent control group quasi-experimental research design, adapted from Campbell and Stanley (1966). A paired t-test compared post-test scores between the treatment group (n=70) and the control group (n= 18). Qualitative data was also collected including a demographic survey, a Creative Self-Assessment, and interviews. The treatment group, on average, (M=113.53, SE=1.82) scored significantly higher than the control group on the post-test administration of the FTTCT (M=104.78, SE=3.41), t(84)=-2.22, p<.05, r=.06). An analysis using Spearman’s Rho determined a significant correlation between individual participant’s scores on three assessments of individual student creativity, which focused on the individual’s creative cognitive abilities; however, there was no significant correlation with the final creativity project. These findings show that deliberate creativity education coupled with creativity exercises allowed students to slightly raise their creativity while the creativity of their peers dropped. Analysis of qualitative data revealed high student confidence and commonalities in defining creativity. This study demonstrates that an academic intervention can improve the creativity of beginning design students and provides a theoretical framework for future creativity research and teaching.
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Books on the topic "Creativity in education"

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Stoltz, Tania, and Angelika Wiehl, eds. Education – Spirituality – Creativity. Wiesbaden: Springer Fachmedien Wiesbaden, 2021. http://dx.doi.org/10.1007/978-3-658-32968-6.

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Harris, Anne. Creativity and Education. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-57224-0.

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Anna, Craft, Jeffrey Bob 1946-, and Leibling Mike, eds. Creativity in education. London: Continuum, 2001.

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McIntyre, Phillip, Janet Fulton, Elizabeth Paton, Susan Kerrigan, and Michael Meany. Educating for Creativity within Higher Education. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-90674-4.

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Bowkett, Stephen. Jumpstart! Creativity. London: Taylor & Francis Inc, 2007.

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1964-, Wilson Anthony, ed. Creativity in primary education. 2nd ed. Exeter [England]: Learning Matters, 2009.

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Craft, Anna. Creativity and education futures. Stoke-on-Trent: Trentham, 2010.

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Tsubonou, Yukiko, Ai-Girl Tan, and Mayumi Oie, eds. Creativity in Music Education. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-2749-0.

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Wikander, Lennart, Christina Gustafsson, and Ulla Riis, eds. Enlightenment, Creativity and Education. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6209-052-1.

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Córdoba-Pachón, José-Rodrigo. Creativity in Management Education. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-50960-6.

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Book chapters on the topic "Creativity in education"

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Lamb, Kristen N., and Dianna Dekelaita-Mullet. "Creativity." In Introduction to Gifted Education, 289–99. 2nd ed. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003235866-22.

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Plucker, Jonathan A., and Jiajun Guo. "Creativity." In Introduction to Gifted Education, 299–320. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003235859-21.

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Wilson, John. "Creativity." In Philosophy and Practical Education, 111–22. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003291251-9.

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Volz, Austin, Julia Higdon, and William Lidwell. "Creativity." In The Elements of Education for Teachers, 19–20. New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781315101002-10.

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Maley, Alan, and Tamas Kiss. "Creativity and Education." In Creativity and English Language Teaching, 47–67. London: Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-137-46729-4_3.

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Mohammed, Ruksana. "Creativity and education." In Creative Learning in the Early Years, 6–23. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315206400-2.

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Howlett, John, and Amy Palmer. "Conclusion: Arts Education Today." In Unfolding Creativity, 235–52. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-75738-0_11.

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Lamb, Kristen N. "Creativity." In Critical Issues and Practices in Gifted Education, 137–55. 3rd ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003233961-12.

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Stoltz, Tania, and Angelika Wiehl. "Education – Spirituality – Creativity. Reflections on Waldorf Education." In Education – Spirituality – Creativity, 3–17. Wiesbaden: Springer Fachmedien Wiesbaden, 2021. http://dx.doi.org/10.1007/978-3-658-32968-6_1.

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Merrotsy, Peter. "Creativity and giftedness." In Exploring Gifted Education, 32–49. Abingdon, Oxon ; New York, NY : Routledge is an imprint of the Taylor & Francis Group, an Informa Business, [2018]: Routledge, 2018. http://dx.doi.org/10.4324/9781351227704-4.

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Conference papers on the topic "Creativity in education"

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Moraru, Gina-Maria. "ACADEMIC CREATIVITY VERSUS INDUSTRIAL CREATIVITY." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.0697.

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Micu, Adriana. "CREATIVITY AND ARTS EDUCATION." In 5th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS SGEM2018. STEF92 Technology, 2018. http://dx.doi.org/10.5593/sgemsocial2018h/61/s15.046.

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Lee, Kyunghwa, and Kyounghoon Lew. "An Effect of Creativity Curriculum in the Elementary ‘Model School’ on Creativity." In Education 2013. Science & Engineering Research Support soCiety, 2013. http://dx.doi.org/10.14257/astl.2013.36.31.

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Foley, Stephany, and Kazem Kazerounian. "Barriers to Creativity in Engineering Education: A Study of Instructors and Students Perceptions." In ASME 2007 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2007. http://dx.doi.org/10.1115/detc2007-34424.

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This paper studies “creativity” in engineering education, by examining the perception of instructors and students. We aims to identify factors that impede a creative environment (creativity blockers). The study entails review of established research in the fields of psychology and educational psychology to identify factors which create an educational environment conducive to creativity. These factors are formalized in the Ten Maxims of Creativity in Education, a set of criteria that constitute an educational environment conducive to fostering creativity in students. These maxims form the basis for our work in examining the contemporary engineering education. Extensive surveys are designed, created, distributed and statistically quantified to study the perceptions of engineering educators and students, in comparison to non-engineering educators and students. The results unfortunately show that the current engineering student experiences almost none of the Ten Maxims of Creativity as a part of their academic experience.
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Semenov, Sergey. "Economic Creativity And Economic Education." In IV International Scientific Conference "Competitiveness and the development of socio-economic systems" dedicated to the memory of Alexander Tatarkin. European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.04.126.

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Hornáčková, Vladimíra. "Children´S Creativity In Kindergartens." In 8th International Conference on Education and Educational Psychology. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.10.52.

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Bruno, Carmen, and Marita Canina. "CREATIVITY 4.0. EMPOWERING CREATIVITY IN THE DIGITAL ERA." In 21st International Conference on Engineering and Product Design Education. The Design Society, 2019. http://dx.doi.org/10.35199/epde2019.25.

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Hornáčková, Vladimíra. "Creativity Development Of Kindergarten Teachers." In 9th ICEEPSY - International Conference on Education and Educational Psychology. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.01.65.

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Trnova, Eva, and Josef Trna. "DEVELOPMENT OF SCIENCE TEACHER CREATIVITY AND IBSE." In 1st International Baltic Symposium on Science and Technology Education. Scientia Socialis Ltd., 2015. http://dx.doi.org/10.33225/balticste/2015.95.

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Teacher creativity is essential for development of students’ creativity. Creation of methods for development of teacher creativity, as a part of teacher education, is a necessity. Within project PROFILES (Professional Reflection-Oriented Focus on Inquiry-based Learning and Education through Science) we discovered that an effective method of development of science teacher creativity is a training of teachers in implementation of IBSE. Styles of teacher creativity were studied using Kirton’s Adaptation-Innovation Inventory. Levels of creativity were identified by a case study. Key words: creativity, development, IBSE, science education, teacher education.
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Iino, Kenji, and Masayuki Nakao. "Design Creativity Education in an International Engineering Class." In ASME 2012 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/imece2012-86014.

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Conventional engineering education in Japan encourages students to widen knowledge built upon work and research by our predecessors. Such education has been effective in producing design improvement for higher efficiency and performance, however, not so in coming up with innovative ideas. Building products from within common knowledge cannot surpass the consumer expectation. We earlier reported about our collaboration between mechanical and industrial engineering educators in finding similarities and differences in the designers’ approaches in the two fields. Industrial designers, like mechanical designers, strive to meet the voice of customer (VOC) by dividing and conquering functional requirements. They also, unlike mechanical engineers, place the starting point of new designs outside the knowledge domain in efforts to define products that surpass consumer expectations. We call the starting point a discomforting seed. This paper reports our experience in educating foreign and native graduate students in mechanical engineering to have them recognize the discomforting seeds.
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Reports on the topic "Creativity in education"

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Ellis, Antoinette. An historical overview of creativity with implications for education. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5476.

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Vincent-Lancrin, Stéphan. Skills for Life: Fostering Creativity. Inter-American Development Bank, November 2021. http://dx.doi.org/10.18235/0003742.

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As the global economy and workforce are constantly being diversified with a greater emphasis on technology, 21st Century citizens are required to acquire basic digital literacy competencies. In this brief, we examine the concept of literacy and digital literacy. Then, we review the latest digital literacy studies in the United Nations Educational, Scientific and Cultural Organization (UNESCO), the European Commission, the United Kingdom, and the United States. Lastly, we provide suggestions by comparing digital literacy studies, including ICT studies, in South Korea with international literacy assessment metrics. This brief aims to contribute to developing digital literacy measurements applicable to ICT in education internationally and mitigate the digital divide.
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Xiong, Juan, Jianlin Wen, Songrui Zhang, Guangshu Pei, and Xu Han. Effect of immersive technology on K-12 and higher education students’ creativity: A systematic review and meta-analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, January 2022. http://dx.doi.org/10.37766/inplasy2022.1.0108.

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Review question / Objective: (1) What are research findings on the relation between immersive technology and creativity in higher education? (2) Is immersive technology conductive to improving students’ creativity? (3) To what extent does immersive technology affect students’ creativity? (4) Are there significant differences in moderating variables such as type of intervention, subject, grade level, time, and team or individual? (5) What are future research directions regarding the educational use of immersive technology based on the reviewed literature? Condition being studied: Creativity is recognized as a crucial 21st-century skill, and immersive technology can stimulate students' creativity.
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Ruff, Grigory, and Tatyana Sidorina. THE DEVELOPMENT MODEL OF ENGINEERING CREATIVITY IN STUDENTS OF MILITARY INSTITUTIONS. Science and Innovation Center Publishing House, December 2020. http://dx.doi.org/10.12731/model_of_engineering_creativity.

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The troops of the national guard of the Russian Federation are equipped with modern models of weapons, special equipment, Informatization tools, engineering weapons that have artificial intelligence in their composition are being developed, " etc., which causes an increase in the requirements for the quality of professional training of future officers. The increasing complexity of military professional activities, the avalanche-like increase in information, the need to develop the ability to quickly and accurately make and implement well-known and own engineering solutions in an unpredictable military environment demonstrates that the most important tasks of modern higher education are not only providing graduates with a system of fundamental and special knowledge and skills, but also developing their professional independence, and this led to the concept of engineering and creative potential in the list of professionally important qualities of an officer. To expedite a special mechanism system compact intense clarity through cognitive visualization of the educational material, thickening of educational knowledge through encoding, consolidation and structuring Principle of cognitive visualization stems from the psychological laws in accordance with which the efficiency of absorption is increased if visibility in training does not only illustrative, but also cognitive function, which leads to active inclusion, along with the left and right hemispheres of the student in the process of assimilation of information, based on the use of logical and semantic modeling, which contributes to the development of engineering and creative potential.
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Anayatova, Dilraba, Marina Basu, Saiarchana Darira, Andrew Freiband, Devynn Glanz, Atota Halkiyo, Setrag Hovsepian, et al. Turn it around! An education guide to climate futures. Mary Lou Fulton Teachers College, May 2022. http://dx.doi.org/10.14507/oge-tia.

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Building on the scientific evidence and keeping in focus policy promises made over the decades, this report mobilizes the power of socially engaged art to bring together visions and voices of youth from across the globe in a collective effort to address the root causes of the climate crisis. It starts with the premise that education is directly implicated in the climate crisis and our failure to imagine alternatives. But it can also be the catalyst for radical change. Aiming to shift and shuffle the dominant knowledge systems and categories with the cards from the Turn It Around! deck, this report urges you to turn toward the reality of the climate crisis by capturing its devastating impacts from youth perspective in a way statistical data might not. It challenges existing education policies, practices, and patterns as no longer possible, tolerable, or even thinkable. With the powerful imagination and creativity of youth, the report activates a series of turning points — intergenerational, decolonial, methodological, and pedagogical — in order to turn around the environmental catastrophe, while reconfiguring the role of education toward ecologically just and sustainable futures.
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Iatsyshyn, Anna V., Valeriia O. Kovach, Volodymyr O. Lyubchak, Yurii O. Zuban, Andriy G. Piven, Oleksandra M. Sokolyuk, Andrii V. Iatsyshyn, Oleksandr O. Popov, Volodymyr O. Artemchuk, and Mariya P. Shyshkina. Application of augmented reality technologies for education projects preparation. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3856.

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After analysis of scientific literature, we defined that concept of “augmented reality” has following synonyms: “advanced reality”, “improved reality”, “enriched reality”, “mixed reality” and “hybrid reality”. Analysis of scientific literature and own practical experience of the use of augmented reality technologies application in educational practices allowed to state next: augmented reality technologies have a great potential for application in education; there are some cases of augmented reality use for school education; positive aspects of augmented reality technologies application in higher education institutions are confirmed by experiments (isolated cases); only few universities in Ukraine apply augmented reality technologies to educate students; only few universities in Ukraine have special subjects or modules in schedule to teach students to develop augmented reality technologies; various scientific events, mass events, competitions are held in Ukraine, and specialized training on the augmentation of augmented reality technologies is carried out, but this is non-systematic and does not have special state orientation and support. Features of introduction of virtual and augmented reality technologies at Sumy State University (Ukraine) are identified: “e-learning ecosystems” was created; in 2019, augmented and virtual reality research laboratory was established. Advantages and disadvantages of project activity in education are described: project activity is one of the most important components of educational process; it promotes creative self-development and self-realization of project implementers and forms various life competencies. It is determined that augmented reality application for implementation of educational projects will help: to increase students’ interest for educational material; formation of new competences; increase of students’ motivation for independent educational and cognitive activity; activation of educational activities; formation of positive motivation for personal and professional growth; conditions creation for development of personal qualities (creativity, teamwork, etc.). Current trends in implementation of educational projects were identified: most of the winner projects were implemented using augmented reality technology; augmented reality technologies were used in projects to teach different disciplines in higher education institutions. Augmented reality technology application for project activity has positive impact on learning outcomes and competitiveness of the national workforce; it will enhance the country’s position in the global economic space.
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Demartini-Svoboda, Jana. A study of art education in the elementary school curriculum as amplification of other academic subjects and as a promoter of creativity in the learning process. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.3159.

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Бакум, З. П., and Т. П. Бабенко. Development of Research Abilities and Skills of Students Studying in Educational Institutions of Accreditation I-II Level. Криворізький державний педагогічний університет, 2014. http://dx.doi.org/10.31812/0564/397.

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The problems of students' scientific and research activity in medical colleges are described and analyzed in our article. Scientific analysis gives possibility to assert that one of decision ways of set tasks is an implementation of planning in the departmental medical educational institutions І-ІІ levels of accreditation. The authors conducted a study where the results of student's competences and research skills are presented. They demonstrate the overall average opportunities for young people's creativity. Special attention should be paid to the essence and forming stage of students' research abilities and skills. It is proven that attracting students to scientific and research projects contributes upgrading of this sphere with innovative ideas and thoughts that bring scientific education to European standards.
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Klochko, Oksana V., Vasyl M. Fedorets, Aleksandr D. Uchitel, and Vitaliy V. Hnatyuk. Methodological aspects of using augmented reality for improvement of the health preserving competence of a Physical Education teacher. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4405.

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The article deals with the results of the research aimed at the improvement of methodology of use of augmented reality for the development of health preserving competence of a Physical Education teacher under conditions of post-graduate education. From the point of Umwelt phenomenology, augmented reality is characterized by correspondence to nature, its cognitive, metaphoric, diverse, interactive, anthropomorphic nature. The article analyzes the vectors of using augmented reality in the professional activity of a Physical Education teacher, particularly the one that is aimed at health preservation. The software that may be used with this purpose has been described. The attitude of Physical Education teachers to the use of the augmented reality for preserving their students’ health and development of their motion skills, intellect and creativity was determined in the research. The results of the survey show that the majority of teachers positively react to the idea of using augmented reality in their professional activity. However, in some cases, not a fully formed understanding of this issue was observed. The ways of solving the stated problem could be the inclusion of augmented technologies’ techniques into the process of post-graduate education, taking into consideration the anthropological, ethical, cultural contexts as well as teacher involvement in the stated process.
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Hlushak, Oksana M., Svetlana O. Semenyaka, Volodymyr V. Proshkin, Stanislav V. Sapozhnykov, and Oksana S. Lytvyn. The usage of digital technologies in the university training of future bachelors (having been based on the data of mathematical subjects). [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3860.

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This article demonstrates that mathematics in the system of higher education has outgrown the status of the general education subject and should become an integral part of the professional training of future bachelors, including economists, on the basis of intersubject connection with special subjects. Such aspects as the importance of improving the scientific and methodological support of mathematical training of students by means of digital technologies are revealed. It is specified that in order to implement the task of qualified training of students learning econometrics and economic and mathematical modeling, it is necessary to use digital technologies in two directions: for the organization of electronic educational space and in the process of solving applied problems at the junction of the branches of economics and mathematics. The advantages of using e-learning courses in the educational process are presented (such as providing individualization of the educational process in accordance with the needs, characteristics and capabilities of students; improving the quality and efficiency of the educational process; ensuring systematic monitoring of the educational quality). The unified structures of “Econometrics”, “Economic and mathematical modeling” based on the Moodle platform are the following ones. The article presents the results of the pedagogical experiment on the attitude of students to the use of e-learning course (ELC) in the educational process of Borys Grinchenko Kyiv University and Alfred Nobel University (Dnipro city). We found that the following metrics need improvement: availability of time-appropriate mathematical materials; individual approach in training; students’ self-expression and the development of their creativity in the e-learning process. The following opportunities are brought to light the possibilities of digital technologies for the construction and research of econometric models (based on the problem of dependence of the level of the Ukrainian population employment). Various stages of building and testing of the econometric model are characterized: identification of variables, specification of the model, parameterization and verification of the statistical significance of the obtained results.
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