Relevant bibliographies by topics / Education for creativity

Contents

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

Academic literature on the topic 'Education for creativity'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Education for creativity.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Education for creativity"

1

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

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
2

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.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

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.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

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

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
5

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

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

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.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

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

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

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.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

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.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

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.

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Education for creativity"

1

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.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

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

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

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.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

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.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

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.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

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

Full text
Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles
7

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

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
8

Corfman, Timothy D. "Creativity in Asynchronous Online Discussions." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4209.

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
9

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.

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
10

Fryer, Marilyn. "Teachers' views on creativity." Thesis, Leeds Beckett University, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.328586.

Full text
Abstract:
This study explored the views of teachers and further education lecturers in England and Wales about creativity and its development. A survey questionnaire was administered to 1028 teachers and lecturers, and interviews were conducted with a sub-sample of 31 teachers. The questionnaire included original measures of teachers' opinions about creativity and teaching style preferences, as well as the Torrance "Ideal Pupil" and "Ideal Person" Checklists - included to facilitate comparisons with previous research. Results indicate that most teachers subscribe to a definition of creativity perceived mainly in terms of "imagination", "originality" and "self-expression". "Divergence is regarded as synonymous with creativity by only half the sample. Most teachers think creativity can be developed, but almost three quarters think it is rare. Creativity is perceived as quite different from intelligence. Over two thirds think creativity is limitless, whilst less than a third think intelligence is. Clear differences in views on creativity emerged in terms of some major socio-biographical factors - sex and subjects taught, in particular. Such differences appear to be linked to teaching style preferences by the phenomenon "person orientation", as defined by Collings (1978). It has been found that females, general subject teachers, creative arts teachers and nurse tutors tend to favour a pupil oriented teaching style significantly more than males and maths/science/ technology teachers. Moreover, females are significantly more likely to view creativity in terms of self-expression than males, who are more "objectoriented", as discussed by Collings and Smithers (1984). Similarly, maths/science/technology teachers are significantly less likely to envisage creativity as "self-expression" than are all other groups. What mainly distinguishes those teachers in the sample most oriented to creativity from those much less oriented, is a body of opinion which reflects a preference for pupil-centred learning.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Education for creativity"

1

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

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

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.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

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.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

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

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

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

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

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

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

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.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

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.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Grant, Janet Millar. Creativity in motion. Holmes Beach, Fla: Learning Publications, 1992.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Association of Collegiate Schools of Architecture. Meeting. Fostering creativity in architectural education. [United States]: The Association, 1986.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Education for creativity"

1

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.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

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.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

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.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

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.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

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.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

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.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

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.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Robinson, Ann, Bruce M. Shore, and Donna L. Enersen. "Encouraging Creativity." In Best Practices In Gifted Education, 77–87. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003233244-12.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Wiehl, Angelika. "Education – Learning – Practicing as Activities of the I. A Waldorf Educational Perspective." In Education – Spirituality – Creativity, 311–24. Wiesbaden: Springer Fachmedien Wiesbaden, 2021. http://dx.doi.org/10.1007/978-3-658-32968-6_17.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Romanelli, Rosely Aparecida. "Education, Gender and Spirituality." In Education – Spirituality – Creativity, 343–64. Wiesbaden: Springer Fachmedien Wiesbaden, 2021. http://dx.doi.org/10.1007/978-3-658-32968-6_19.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Education for creativity"

1

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.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

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.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

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.

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
4

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.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

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.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

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.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

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.

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
8

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.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Logue, Pauline Anne. "Promoting Innovation and Creativity in Initial Teacher Technical Education in Ireland: A Case Study." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5595.

Full text
Abstract:
The Galway-Mayo Institute of Technology (GMIT), Ireland, is a Higher Education (HE) provider of Initial Teacher Education (ITE).Graduates on its BSc (Hons) in Education (Design, Graphics and Construction) degree programme are qualified to teach technical subjects at second level. A defining element of delivery is the promotion of creativity and innovation in the classroom, by means of active, student-centred and design-led teaching and learning (T&amp;L) strategies. This paper outlines a GMIT qualitative student-perspective pilot study, involving a total of 42 GMIT student teacher participants (n=42). The study aims to analyse the effectiveness of two selected platforms in the ITE programme: 1) presentation contributions by 14 student teachers at the GMIT ‘Creativity and Innovation in Teaching’ Conference (2016) (n=14), and 2) a textual analysis of student online forum critical reflection submissions (2016-2017) (n=28). The research confirms the effectiveness of both strategies in promoting a practice of innovation and creativity in the classroom, including evidence of the innovative educational technology classroom tools and increased student-centred, active learning and design-led strategies in T&amp;L. Keywords: Creativity, Innovation, Educational Technology, Technical Education, Initial Teacher Education, Active teaching Strategies.
APA, Harvard, Vancouver, ISO, and other styles
10

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.

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Education for creativity"

1

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.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

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.

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
3

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.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Fullan, Michael, and Joanne Quinn. How Do Disruptive Innovators Prepare Today's Students to Be Tomorrow's Workforce?: Deep Learning: Transforming Systems to Prepare Tomorrow’s Citizens. Inter-American Development Bank, December 2020. http://dx.doi.org/10.18235/0002959.

Full text
Abstract:
Disruptive innovators take advantage of unique opportunities. Prior to COVID-19 progress in Latin America and the Caribbean for integrating technology, learning, and system change has been exceedingly slow. In this paper we first offer a general framework for transforming education. The framework focuses on the provision of technology, innovative ideas in learning and well-being, and what we call systemness which are favorable change factors at the local, middle/regional, and policy levels. We then take up the matter of system reform in Latin America and the Caribbean noting problems and potential. Then, we turn to a specific model in system change that we have developed called New Pedagogies for Deep Learning, a model developed in partnerships with groups of schools in ten countries since 2014. The model consists of three main components: 6 Global Competences (character, citizenship, collaboration, communication, creativity, and critical thinking), 4 learning elements (pedagogy, learning partnerships, learning environments, leveraging digital), and three system conditions (school culture, district/regional culture, and system policy). We offer a case study of relative success based on Uruguay with whom we have been working since 2014. Finally, we identify steps and recommendations for next steps in Latin America for taking action on system reform in the next perioda time that we consider critical for taking advantage of the current pandemic disruption. The next few years will be crucial for either attaining positive breakthroughs or slipping backwards into a reinforced status quo.
APA, Harvard, Vancouver, ISO, and other styles
5

Baird, Natalie, Tanushree Bharat Shah, Ali Clacy, Dimitrios Gerontogiannis, Jay Mackenzie, David Nkansah, Jamie Quinn, Hector Spencer-Wood, Keren Thomson, and Andrew Wilson. maths inside Resource Suite with Interdisciplinary Learning Activities. University of Glasgow, February 2021. http://dx.doi.org/10.36399/gla.pubs.234071.

Full text
Abstract:
Maths inside is a photo competition open to everyone living in Scotland, hosted by the University of Glasgow. The maths inside project seeks to nourish a love for mathematics by embarking on a journey of discovery through a creative lens. This suite of resources have been created to inspire entrants, and support families, teachers and those out-of-school to make deeper connections with their surroundings. The maths inside is waiting to be discovered! Also contained in the suite is an example to inspire and support you to design your own interdisciplinary learning (IDL) activity matched to Education Scotland experiences and outcomes (Es+Os), to lead pupils towards the creation of their own entry. These resources are not prescriptive, and are designed with a strong creativity ethos for them to be adapted and delivered in a manner that meets the specific needs of those participating. The competition and the activities can be tailored to meet all and each learners' needs. We recommend that those engaging with maths inside for the first time complete their own mapping exercise linking the designed activity to the Es+Os. To create a collaborative resource bank open to everyone, we invite you to treat these resources as a working document for entrants, parents, carers, teachers and schools to make their own. Please share your tips, ideas and activities at info@mathsinside.com and through our social media channels. Past winning entries of the competition are also available for inspiration and for using as a teaching resource. Already inspired? Enter the competition!
APA, Harvard, Vancouver, ISO, and other styles
6

Yatsymirska, Mariya. SOCIAL EXPRESSION IN MULTIMEDIA TEXTS. Ivan Franko National University of Lviv, February 2021. http://dx.doi.org/10.30970/vjo.2021.49.11072.

Full text
Abstract:
The article investigates functional techniques of extralinguistic expression in multimedia texts; the effectiveness of figurative expressions as a reaction to modern events in Ukraine and their influence on the formation of public opinion is shown. Publications of journalists, broadcasts of media resonators, experts, public figures, politicians, readers are analyzed. The language of the media plays a key role in shaping the worldview of the young political elite in the first place. The essence of each statement is a focused thought that reacts to events in the world or in one’s own country. The most popular platform for mass information and social interaction is, first of all, network journalism, which is characterized by mobility and unlimited time and space. Authors have complete freedom to express their views in direct language, including their own word formation. Phonetic, lexical, phraseological and stylistic means of speech create expression of the text. A figurative word, a good aphorism or proverb, a paraphrased expression, etc. enhance the effectiveness of a multimedia text. This is especially important for headlines that simultaneously inform and influence the views of millions of readers. Given the wide range of issues raised by the Internet as a medium, research in this area is interdisciplinary. The science of information, combining language and social communication, is at the forefront of global interactions. The Internet is an effective source of knowledge and a forum for free thought. Nonlinear texts (hypertexts) – «branching texts or texts that perform actions on request», multimedia texts change the principles of information collection, storage and dissemination, involving billions of readers in the discussion of global issues. Mastering the word is not an easy task if the author of the publication is not well-read, is not deep in the topic, does not know the psychology of the audience for which he writes. Therefore, the study of media broadcasting is an important component of the professional training of future journalists. The functions of the language of the media require the authors to make the right statements and convincing arguments in the text. Journalism education is not only knowledge of imperative and dispositive norms, but also apodictic ones. In practice, this means that there are rules in media creativity that are based on logical necessity. Apodicticity is the first sign of impressive language on the platform of print or electronic media. Social expression is a combination of creative abilities and linguistic competencies that a journalist realizes in his activity. Creative self-expression is realized in a set of many important factors in the media: the choice of topic, convincing arguments, logical presentation of ideas and deep philological education. Linguistic art, in contrast to painting, music, sculpture, accumulates all visual, auditory, tactile and empathic sensations in a universal sign – the word. The choice of the word for the reproduction of sensory and semantic meanings, its competent use in the appropriate context distinguishes the journalist-intellectual from other participants in forums, round tables, analytical or entertainment programs. Expressive speech in the media is a product of the intellect (ability to think) of all those who write on socio-political or economic topics. In the same plane with him – intelligence (awareness, prudence), the first sign of which (according to Ivan Ogienko) is a good knowledge of the language. Intellectual language is an important means of organizing a journalistic text. It, on the one hand, logically conveys the author’s thoughts, and on the other – encourages the reader to reflect and comprehend what is read. The richness of language is accumulated through continuous self-education and interesting communication. Studies of social expression as an important factor influencing the formation of public consciousness should open up new facets of rational and emotional media broadcasting; to trace physical and psychological reactions to communicative mimicry in the media. Speech mimicry as one of the methods of disguise is increasingly becoming a dangerous factor in manipulating the media. Mimicry is an unprincipled adaptation to the surrounding social conditions; one of the most famous examples of an animal characterized by mimicry (change of protective color and shape) is a chameleon. In a figurative sense, chameleons are called adaptive journalists. Observations show that mimicry in politics is to some extent a kind of game that, like every game, is always conditional and artificial.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Education for creativity' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography