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Artigos de revistas sobre o tema "Creativity"

Autor: Grafiati

Publicado: 4 de junho de 2021

Última modificação: 25 de julho de 2025

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1

Simonton, Dean Keith. "Teaching Creativity." Teaching of Psychology 39, no. 3 (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 (psychopatholog

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Freedman, Joan, Paul Calhoun, and Anne Altemus. "Teaching Creativity Creatively." Educational Media International 33, no. 2 (1996): 78–83. http://dx.doi.org/10.1080/0952398960330209.

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du Pont de Bie, Alexis I. "Teaching Creativity — Creatively with Psychosynthesis." Gifted Education International 3, no. 1 (1985): 43–46. http://dx.doi.org/10.1177/026142948500300108.

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The title suggests that creativity is inherently teachable. This author believes that to be so. More important is the argument that the student can achieve an expansion of successful creative problem-solving through the use of psychosynthesis and allied techniques in transpersonal psychology. This paper will discuss the philosophical raison d'être of teaching creativity and examples of a practicum for use in the classroom or work place.

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Brinkman, David J. "Teaching Creatively and Teaching for Creativity." Arts Education Policy Review 111, no. 2 (2010): 48–50. http://dx.doi.org/10.1080/10632910903455785.

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Haran, Jyotsna. "Creativity is Creativity." Management Accountant Journal 57, no. 4 (2022): 52. http://dx.doi.org/10.33516/maj.v57i4.52-54p.

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Knox, Brian D. "Semantic Processing Theory Could Help Explain the Effectiveness of Creativity Incentives: A Numerical Experiment." Journal of Management Accounting Research 32, no. 3 (2020): 155–78. http://dx.doi.org/10.2308/jmar-18-051.

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ABSTRACT Two seminal accounting studies find that output creativity is insensitive to creative effort: workers simplify creativity-weighted contracts by focusing on increasing creativity, but they cannot increase output creativity enough to compensate for sacrifices they make to output quantity. Other studies, however, find evidence that output creativity is sensitive to creative effort. To examine these differing results, I use a numerical experiment: I model workers in quantity contracts and creativity-weighted contracts, and I proxy creative effort as workers' choice between fine semantic p

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7

No authorship indicated. "Review of Vision, Dessin, Creativité (Vision, Design, Creativity)." Contemporary Psychology: A Journal of Reviews 35, no. 10 (1990): 1007. http://dx.doi.org/10.1037/029170.

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Jeffries, Karl. "Creativity Diagnostics : Software Applications for Creativity Enhancement." International Conference on Business & Technology Transfer 2004.2 (2005): 71–78. http://dx.doi.org/10.1299/jsmeicbtt.2004.2.0_71.

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Charise, Andrea, and Stefan Krecsy. "The Manual of Disaster: Creativity, Preparedness, and Writing the Emergency Room." University of Toronto Quarterly Forthcoming (July 16, 2021): e2021002. http://dx.doi.org/10.3138/utq.91.1.002.

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This essay offers a critical examination of creativity discourse at the intersection of two discipli-nary fields: health and humanities. In contrast to creativity’s longstanding associations with mak-ing, imitation, or invention, we examine the relatively recent emergence of what we call creativi-ty’s preparatory capacity, particularly within critical discussions of healthcare and illness narratives. Working with fictional representations of the emergency room in physician-writer Jay Baruch’s short story collection Fourteen Stories: Doctors, Patients, and Other Strangers (2007), we identify ho

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Župić, Ajdina, Hana Hodžić, and Merjem Sušić. "Creativity in Teaching Nature and Society." Društvene i humanističke studije (Online) 8, no. 3(24) (2023): 533–50. http://dx.doi.org/10.51558/2490-3647.2023.8.3.533.

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The main goal of this paper is to point out the concept of creativity in teaching, specifically creativity in the teaching of Nature and Society. Nature and society, as a subject, provide many opportunities to express the creativity that we carry within us through the role of a teacher, as well as to teach students how to be creative. The paper highlights examples of different teaching units that indicate ways to encourage creativity in students and awaken their imagination. Through teaching, through tasks that the teacher creatively devises, we encourage students to think creatively and act,

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Priest, Thomas. "Using Creativity Assessment Experience to Nurture and Predict Compositional Creativity." Journal of Research in Music Education 49, no. 3 (2001): 245–57. http://dx.doi.org/10.2307/3345710.

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The purpose of this inquiry was to examine students' assessments of musical creativity in relation to their ability to function creatively as composers. Compositions collected from 54 nonmusic majors enrolled in music fundamentals classes were used as a measure of compositional creativity. Independent judges reached acceptable levels of agreement in assessing musical creativity and other dimensions allowing students to be placed into high-, middle-, and low-creativity groups. Additionally, students completed Creativity and Craftsmanship Assessments (CCA) by listening to sets of 5 exemplary com

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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 (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 creat

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Hidayat, Didin Nuruddin, Fitriah Fitriah, Mahlil Mahlil, and Jon Mason. "Factors impacting English teachers’ creativity in teaching English as a foreign language in Indonesia." Studies in English Language and Education 10, no. 1 (2023): 155–73. http://dx.doi.org/10.24815/siele.v10i1.26145.

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Teachers bring various experiences to the classroom, and their beliefs about ‘creative teaching’ or ‘good teaching’ practices are frequently influenced by various factors, including their own teaching experiences, individual motivation, and organizational constraints. This context frames their early efforts to develop creative practices, and recognition of influences further affects the level of creativity displayed by teachers. This study aims to ascertain the factors that affected teachers’ creativity in English language teaching (ELT) in contemporary Indonesian higher education. We intervie

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Drori, Gili S. "Creativity and the Governance of Universities: Encounters of the Third Kind." European Review 26, S1 (2018): S100—S113. http://dx.doi.org/10.1017/s1062798717000588.

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Discussions of creativity and university governance often conflate multiple kinds of creativity–governance relations. Focusing on the ‘third kind’ of creativity–governance relations in universities, I discuss the role of creativity in prospecting governance models. In other words, this paper focuses on the methods for creatively seeking (third kind) creative governance models (second kind) that foster academic creativity (first kind). I argue that the methods of prospecting governance models are subject to institutional dynamics that steer such search off the path of creativity. I note in part

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Beghetto, Ronald A., and Ross C. Anderson. "Positive Creativity Is Principled Creativity." Education Sciences 12, no. 3 (2022): 184. http://dx.doi.org/10.3390/educsci12030184.

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The purpose of this article is to introduce an action-oriented framework aimed at clarifying and promoting a principled approach to creativity in education. A principled approach to creativity refers to the design and implementation of positive creative educational endeavors, which are guided by a set of agreed-upon commitments aimed at making a positive contribution to the learning and lives of others. We open by discussing how our conception of a principled approach to creativity connects to positive creativity and how this approach can guide creative educational endeavors. More specifically

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Shvetsov, Mikhail Yu, Natalya N. Popova, and Lyudmila D. Orlova. "CREATIVITY OF CREATIVELY GIFTED CHILDREN: PSYCHO-PEDAGOGICAL ASPECTS." Scientific Review. Series 2. Human sciences, no. 6 (2019): 90–100. http://dx.doi.org/10.26653/2076-4685-2019-6-08.

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Arend, Richard J. "The dangers of creatively-incomplete creativity (Meta-) Theorizing." Journal of Business Venturing Insights 19 (June 2023): e00360. http://dx.doi.org/10.1016/j.jbvi.2022.e00360.

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López de Mántaras Badia, Ramon. "Computational creativity." Arbor 189, no. 764 (2013): a082. http://dx.doi.org/10.3989/arbor.2013.764n6005.

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Mukhambetalina, N. B., та L. E. Dalbergenova. "Тhe development of personal creativity as a scientific and practical problem". Bulletin of Shokan Ualikhanov Kokshetau University. Philological Series 2022, № 3 (2022): 100–108. http://dx.doi.org/10.59102/kufil/2022/iss3pp100-108.

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The modern society needs individuals who can create something new, who can solve assigned tasks creatively. Thus, along with the acquisition of knowledge, through education students develop their creative abilities. The concept of creativity for the most part refers to the areas of psychology, pedagogics, and art. However, the concept is often found in other fields as well. The problem of creativity was considered by many foreign and domestic scientists in the field of psychology and pedagogics. In these sciences, creativity is defined as a complex, ambiguous phenomenon. Currently, there is no

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Kang, Lan, and Jiao Liu. "Fostering Creativity in Mechanical Engineering Education Based on Cooperation with Enterprises." Applied Mechanics and Materials 121-126 (October 2011): 3304–9. http://dx.doi.org/10.4028/www.scientific.net/amm.121-126.3304.

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Mechanical engineering field requires engineers with more practical problem-solving experience and skills of thinking, working and acting creatively. But, how can we develop and encourage these important skills in undergraduates? This article describes a case of nurturing creativity in undergraduates through cooperation with enterprises. Through the study of cognitive learning and creativity, a series of educational procedures and strategies are presented, they involved in basic training of fostering creativity and higher-level training of developing creativity based on commercial projects. Qu

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Heming, David A. "Creativity and Its Necessity in Teaching and in the Administration of Schools." Journal of Educational Thought / Revue de la Pensée Educative 5, no. 2 (2018): 110–23. http://dx.doi.org/10.55016/ojs/jet.v5i2.43610.

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As a research exercise, the study of creativity has long been the province of psychologists. In recent y ears, administrators have researched the creativity literature and have encouraged administrative practitioners to accelerate discovery and increase effectiveness of their organizations through more efficient use of their personnel. The author discusses why and how school administrators must manage schools creatively if creativity is to be fostered in the classroom.

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Pramasdyahsari, Agnita Siska, Maya Rini Rubowo, Velma Nindita, et al. "Developing engaging STEAM-geometry activities: Fostering mathematical creativity through the engineering design process using Indonesian cuisine context." Infinity Journal 14, no. 1 (2024): 213–34. https://doi.org/10.22460/infinity.v14i1.p213-234.

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Enhancing mathematical creativity requires more learning activities that foster creative thinking. However, teachers need more resources and activities to nurture students' creativity in mathematics effectively. Therefore, this study aimed to design STEAM-based geometry activities using the Engineering Design Process (EDP) to explore how such projects can enhance students' mathematical creativity. In this study, creativity focuses on how students use geometric principles to design Wingko Babat as an Indonesian cuisine, making culturally meaningful connections and solving design challenges. The

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23

Rif'at, Muhammad Feyzar, Mustika Wati, and Suyidno Suyidno. "MENGEKSPLORASI TANGGUNG JAWAB DAN KREATIVITAS ILMIAH PESERTA DIDIK MELALUI CREATIVE RESPONSIBILITY BASED LEARNING." Journal of Banua Science Education 2, no. 1 (2021): 15–24. http://dx.doi.org/10.20527/jbse.v2i1.56.

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Scientific responsibility and creativity are part of the main competencies in the era of the industrial revolution 4.0, but they are not trained in schools. Therefore, the purpose of this study is to analyze the effectiveness of Creative Responsibility Based Learning in exploring the responsibility and scientific creativity of students. This research is part of research and development with the ADDIE model, namely at the implementation and evaluation stages. The research trial used one group pre-test and post-test on 27 students of class XI MIPA 2 MAN 2 Banjarmasin. Data collection instruments

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24

Nelmira, Weni. "STRATEGI MENGEMBANGKAN KREATIVITAS MAHASISWA DALAM PEMBELAJARAN TATA BUSANA." PAKAR Pendidikan 16, no. 1 (2018): 84–92. http://dx.doi.org/10.24036/pakar.v16i1.38.

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Creativity is an important role in the education of Fashion Education because only creative individuals can produce creative ideas and products. The Fashion Education has to perform its function for the formation of character, work culture, personality, skill, knowledge, behavior and various life skill according to the demands of work world. Fashion Education is still not maximized in developing the creativity of students, especially the ability to think creatively in solving the problems of daily life that it faces. For that required the creativity of educators to foster student creativity. S

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Nelmira, Weni. "STRATEGI MENGEMBANGKAN KREATIVITAS MAHASISWA DALAM PEMBELAJARAN TATA BUSANA." JURNAL PENDIDIKAN DAN KELUARGA 9, no. 2 (2018): 27. http://dx.doi.org/10.24036/jpk/vol9-iss2/46.

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Creativity is an important role in the education of Fashion Education because only creative individuals can produce creative ideas and products. The Fashion Education has to perform its function for the formation of character, work culture, personality, skill, knowledge, behavior and various life skill according to the demands of work world. Fashion Education is still not maximized in developing the creativity of students, especially the ability to think creatively in solving the problems of daily life that it faces. For that required the creativity of educators to foster student creativity. S

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26

Nurahma, Helsya, Arrahim Arrahim, and Fakhran Ramadhan. "MENGEMBANGKAN KREATIVITAS PADA ANAK MELALUI KEGIATAN FINGER PAINTING DI DESA MEDALKRISNA." An-Nizam 3, no. 1 (2024): 210–16. http://dx.doi.org/10.33558/an-nizam.v3i1.9676.

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Creativity is an important demand of education at present. Individuals with creativity will always be needed by the environment because they are able to meet the constantly changing needs of the environment. However, not all children have high creativity; one of the reasons for the low creativity in children is because they are still shy and lack confidence in expressing their imagination. Therefore, this program aims to develop children's creativity through finger painting activities as they stimulate creativity in children. The method used in its implementation is by providing finger paintin

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Liduma, Anna. "FACILITATION OF THE CHILD CREATIVITY THROUGH MUSICAL ACTIVITY AT PRESCHOOL." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 26, 2016): 426. http://dx.doi.org/10.17770/sie2016vol2.1413.

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The theoretical substantiation of the scientific article develops from the notion of fantasy by philosopher P. Dāle, the activity theory by A. Špona, the theory of five minds for future by H. Gardner, the three creativity aspects by R. Bebre. The essence of creativity structure components, human creativity holistic development, possibilities for creativity development stimulation at the sensitive preschool period have been established. The empirical research discovered that the child through musical reproductive activity accumulates self-experience due to the teacher’s support and realizes it

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Dimock, Marshall. "Creativity." Public Administration Review 46, no. 1 (1986): 3. http://dx.doi.org/10.2307/975436.

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Kaufman, James C., and Robert J. Sternberg. "Creativity." Change: The Magazine of Higher Learning 39, no. 4 (2007): 55–60. http://dx.doi.org/10.3200/chng.39.4.55-c4.

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Curtis, Bernard. "Creativity." Cogito 3, no. 1 (1989): 36–40. http://dx.doi.org/10.5840/cogito1989314.

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Rampley, M. "CREATIVITY." British Journal of Aesthetics 38, no. 3 (1998): 265–78. http://dx.doi.org/10.1093/bjaesthetics/38.3.265.

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Hanly, C. "Creativity." Canadian Art Therapy Association Journal 16, no. 1 (2003): 17–21. http://dx.doi.org/10.1080/08322473.2003.11432253.

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Dimock, Marshall. "Creativity." Media Asia 13, no. 2 (1986): 112. http://dx.doi.org/10.1080/01296612.1986.11727240.

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Caselli, Richard J. "Creativity." Cognitive and Behavioral Neurology 22, no. 3 (2009): 143–54. http://dx.doi.org/10.1097/wnn.0b013e318192cce0.

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Maley, Alan, and Rod Bolitho. "Creativity." ELT Journal 69, no. 4 (2015): 434–36. http://dx.doi.org/10.1093/elt/ccv036.

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Kruger, Kathleen Joyce. "Creativity:." Journal of Library Administration 10, no. 2-3 (1989): 3–13. http://dx.doi.org/10.1300/j111v10n02_02.

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Hennessey, Beth A., and Teresa M. Amabile. "Creativity." Annual Review of Psychology 61, no. 1 (2010): 569–98. http://dx.doi.org/10.1146/annurev.psych.093008.100416.

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Runco, Mark A. "Creativity." Annual Review of Psychology 55, no. 1 (2004): 657–87. http://dx.doi.org/10.1146/annurev.psych.55.090902.141502.

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Shamansky, Sherry. "? + ? = Creativity." Public Health Nursing 9, no. 3 (1992): 141. http://dx.doi.org/10.1111/j.1525-1446.1992.tb00091.x.

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Rosa, William. "Creativity." Journal of Holistic Nursing 34, no. 2 (2016): 109–11. http://dx.doi.org/10.1177/0898010116648789.

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Mabbett, Phyllis. "Creativity." Journal of Holistic Nursing 11, no. 1 (1993): 10–20. http://dx.doi.org/10.1177/089801019301100103.

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Franklin, Samuel. "Creativity." Business History Review 90, no. 4 (2016): 694–701. http://dx.doi.org/10.1017/s0007680517000034.

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Gilmartin, Mattia J. "Creativity." Nursing Administration Quarterly 23, no. 2 (1999): 1–8. http://dx.doi.org/10.1097/00006216-199923020-00004.

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Otte, M., and W. Zawadowski. "Creativity." Educational Studies in Mathematics 16, no. 1 (1985): 95–97. http://dx.doi.org/10.1007/bf00354885.

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Sternberg, Robert J., and Todd I. Lubart. "Creativity." School Psychology International 13, no. 3 (1992): 243–53. http://dx.doi.org/10.1177/0143034392133004.

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McClure, I. "Creativity." British Journal of Psychiatry 169, no. 3 (1996): 379. http://dx.doi.org/10.1192/bjp.169.3.379a.

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Ross, John J. "Creativity." JAMA 296, no. 12 (2006): 1528. http://dx.doi.org/10.1001/jama.296.12.1532.

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Wreen, Michael. "Creativity." Philosophia 43, no. 3 (2015): 891–913. http://dx.doi.org/10.1007/s11406-015-9607-5.

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Augustus Bacigalupi, J. "Creativity." Angelaki 28, no. 3 (2023): 78–94. http://dx.doi.org/10.1080/0969725x.2023.2216550.

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HIRSHFELD-FLORES, ALISSA, and JOSEPH J. SCHILDKRAUT. "Eminent Creativity, Everyday Creativity, and Health." American Journal of Psychiatry 156, no. 12 (1999): 2012–13. http://dx.doi.org/10.1176/ajp.156.12.2012.

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