Creativity in schools is changing, with greater emphasis being placed on creative skills across the curriculum than ever before. This shift has thrown up some challenging questions which this book ...tackles head-on in order to better understand the implications of this change and the effects on pedagogy and policy. The questions raised include:
What is creative learning?
How does it relate to creative teaching?
How do we organize the curriculum to nurture creativity?
What pedagogical strategies support creativity?
How is creative learning different to effective learning?
What responsibilities do schools have for stimulating creativity in relation to society, ethics and the wider environment?
Laying out the key concepts in the current debate on creativity and placing them in a broader context based on practice, policy and research, this volume sets the agenda for future discussion and suggests practical ways to encourage pupils’ creative development in a new and more thoughtful way.
'Original, thoughtful and thorough' - The Times Educational Supplement
'Anna Craft has written an important and challenging book on the increasingly important topic of creativity in education.' - Youth and Policy
'The book is well written and authoritative with sometimes difficult subject matter in a clear and accessible style.' - Youth and Policy
'The editors present a concise and well researched theoretical background to each topic drawing on established perspectives and knowledge in a very readable style that will appeal to educators generally. Overall, I found the book a useful, informative and interesting scan of the field. It was also a most enjoyable read.' - British Journal of Educational Technology Vol 38 No 1 2007 171–183
‘Complex, controversial and comprehensive.’ – Teachers College Record
‘Engaging and provocative, insightful and stimulating…with a message for researchers and policy makers, teachers and students, experts and novices…highly recommended.’ – Thinking Skills and Creativity
'This thought-provoking treatment of the subject is well worth inclusion in teacher education programmes and debates for both primary and secondary teachers, as well as being a valuable addition to the literature on creativity in schools.' - Educational Review
1. Context 2. Language for Creativity 3. Curriculum 4. Pedagogy 5. Learning 6. Practice and Policy 7. Social Context 8. Environment 9. Dilemmas of Principle 10. Pedagogical Dilemmas 11. What is Left?
Downsindromes need media to help them focus on learning and understand the material about numbers. Subjects who are classified as active behavior may have creative thinking abilities that need to be ...explored. The purpose of this study was to determine how the application of video media with artificial intelligence (AI) articulation with modeling techniques and the results of improving creative thinking skills in down syndrome disabilities. Qualitative research with an approach to data analysis using descriptive was conducted to obtain data. The method of interview, observation with the help of video recording was used in data collection. The results of this study state that learning carried out using video media with artificial intelligence articulation with modeling techniques can be applied well, indicated by SDS can be active and focused in participating in learning activities. The increase in creative thinking skills from the beginning has not appeared at all creative thinking skills to the results obtained that SDS has the ability to think creatively with 2 indicators appearing, namely flexibility and originality.
In the learning, because the learning time isn’t sufficient to convey material, teacher who concerned learning results than learning process made students just imitating teachers’ problem solving. ...They aren’t trained to solve new problems. This research aims, (1) finds out the mathematics creatie thinking ability of high school students; (2) finds out the characters of the students’ curiosity; (3) finds out the influence of curiosity on students’ creative thinking ability. This research method and design is a quantitative and comparison of approaches. The research is conducted at one of the state high schools in Semarang. The research population sample in a row is all students of classes of X MIPA and X MIPA 3. This population is given a creative thinking ability test. This sample is given a curiosity questionnaire. Creative thinking ability mean of the ten classes of X MIPA is 69,4. Curiosity mean of X MIPA 3 is 169,3. Therefore, (1) students’ mathematics creative thinking ability is not optimal; (2) the character of the students’ curiosity is not optimal; (3) curiosity positively affects creative thinking ability. That resulted in teacher developing learning media and processes and students’ curiosity to their students’ creative thinking ability. Dalam pembelajaran, karena waktu pembelajaran tidak mencukupi untuk menyampaikan materi, guru mengutamakan hasil dari pada proses pembelajaran mengakibatkan siswa meniru proses pemecahan masalah dari guru dan tidak terlatih menyelesaikan masalah baru. Tujuan penelitian, (1) mengetahui kemampuan berpikir kreatif matematis siswa SMA; (2) mengetahui karakter rasa ingin tahu siswa; (3) mengetahui pengaruh karakter rasa ingin tahu terhadap kemampuan berpikir kreatif siswa. Penelitian menggunakan metode penelitian kuantitatif. Desain penelitian adalah comparison of approaches. Penelitian awal dilaksanakan di salah satu SMA Negeri di Semarang. Populasi dan sampel penelitian berturut-turut adalah seluruh siswa kelas X MIPA dan X MIPA 3. Populasi diberikan tes kemampuan berpikir kreatif. Sampel diberikan angket curiosity. Rata-rata kemampuan berpikir kreatif dari 10 kelas X MIPA adalah 69,4. Rata-rata rasa ingin tahu siswa kelas X MIPA 3 adalah 169,3. Kesimpulannya (1) kemampuan berpikir kreatif matematis siswa belum optimal dalam pembelajaran, karena guru menyusun pembelajaran matematika belum terfokus pada kemampuan berpikir kreatif; (2) karakter rasa ingin tahu siswa belum optimal; dan (3) karakter rasa ingin tahu berpengaruh positif terhadap kemampuan berpikir kreatif. Hasil penelitian mengakibatkan guru mengembangkan curiosity dan media serta proses pembelajaran siswa untuk menumbuhkan kemamampuan berpikir kreatif mereka.
This review article explores how metaphors and analogies used throughout urban history can simulate mental imagery to inspire innovation. The study addresses three critical questions using ...qualitative literature review methods like text data mining and content analysis. The results yielded from the first question showed a link between mental imagery and architectural discourse. The second question yielded the crucial role of metaphor and analogy as literary devices that can enhance mental imagery. The answer to the third question yielded five procedures of how literary devices foster innovation. The discussion found a complex interplay between recalling mental imagery and imagination and using metaphors and analogies. While recognizing their effectiveness in inspiring innovative ideas, the review cautions against oversimplification and cultural biases. The review of literature offers a nuanced understanding of their theoretical and practical foundations, shedding light on their role in shaping architectural mental imagery within urban history narratives.
Learning mathematics in Indonesia has not had a significant effect on improving students' creative thinking abilities. It is hoped that the Model Elicting Activities (MEAs) trial can be an ...alternative solution to this problem. So the first objective of the study was to find out whether MEAs learning had a better effect on improving students' creative thinking skills compared to conventional learning models. The second research objective is to determine the level of effectiveness of implementing the MEAs learning itself. The research objectives were achieved using a quasi-experimental study method with the pretest-post-test non-equivalent group design. The research subjects were class VII students of SMP L'Pina, East Jakarta, consisting of 25 students from the experimental class and 25 students from the control class. The research instrument is a test of creative thinking skills. Data on test results were analyzed using the t-test. The results of the data analysis concluded that: (1) MEAs learning has a better influence on students' creative thinking abilities than conventional learning models, and; (2) MEAs learning can significantly improve students' creative thinking skills.
The introduction of the Merdeka curriculum mandates that teachers emphasize the development of creative thinking abilities and incorporate learning into local contexts. For this reason, this study ...aims to describe the creative thinking skills of class VII students in answering PISA-like mathematics problems on quantity in the context of Palembang tourism using the Pendidikan Matematika Realistik Indonesia (PMRI) approach. This study used a descriptive study with 28 students from junior high school number 26 in Palembang. Tests, interviews, and observations were used to collect data. The analytical method used is descriptive. The PMRI technique learning is carried out in this study by providing student worksheets. The task of students to discuss each other's problems with different levels of difficulty, followed by two PISA-like mathematics problems in quantity content and the context of Palembang tourism. The results showed that students' average creative thinking skills were at a moderate level, with fluency and elaboration indicators appearing the most. However, only a few students have indicators of originality. Overall, the creative thinking ability of grade VII students in answering PISA-like mathematics problems in the quantity content and Palembang tourism by utilizing the PMRI approach is good because students can imagine questions because they use content and contexts that they have experienced.
Changing conditions in the information age have led to changes in education. These changes are innovations. They have transformed schools and programs. They have led individuals to acquire 21st ...century skills which are critical thinking, problem solving, creative thinking and cooperative working skills. The acquisition of digital media and technology literacy skills are also essential. This study examines the effects of the 21st Century curriculum on the students' acquisition of creative thinking skills. The study uses the mixed method design which allowed the collection of quantitative and qualitative data. Activities that aimed to develop the students’ 21st century skills were given to the experimental group for 10 weeks. The Torrance Creative Thinking Test and teacher and student interview forms were used as data collection tools. The results showed that the activities significantly improved the students' creative thinking skills. The students' learning desire, innovation skills, and technological and digital literacy skills improved.
This study aimed to describe the creative thinking ability of biology students in the ethnobotany course. The type of research used was descriptive research using a quantitative approach. The ...research subjects were 28 students taking ethnobotany courses in the Biology Study Program at IAIN Palangka Raya. The data were collected using the question instrument. Fluency, flexibility, originality, elaboration, and evaluation indicators of creative thinking ability. The results show that students' creative thinking abilities were divided into high, medium, and low. The creative thinking ability of biology students was dominantly in the low category. The students' creative thinking ability in the high category was evaluation. Furthermore, the students' creative thinking ability in the medium category was fluency, and the low categories were flexibility, originality, and elaboration. These results urged that teaching materials be developed to improve students' creative thinking ability.ABSTRAK: Penelitian ini bertujuan untuk mendeskripsikan kemampuan berpikir kreatif mahasiswa tadris biologi pada mata kuliah etnobotani. Jenis penelitian yang digunakan adalah penelitian deskriptif dengan menggunakan pendekatan kuantitatif. Subjek penelitian adalah 28 mahasiswa yang sedang menempuh mata kuliah etnobotani pada program studi tadris biologi di IAIN Palangka Raya. Pengambilan data menggunakan instrumen soal. Indikator kemampuan berpikir kreatif yang digunakan yaitu fluency, flexibility, originality, elaboration, dan evaluation. Hasil menunjukkan bahwa kemampuan berpikir kreatif mahasiswa dibagi menjadi tiga kategori yaitu tinggi, sedang dan rendah. Kemampuan berpikir kreatif mahasiswa tadris biologi pada mata kuliah etnobotani yang dominan adalah dalam kategori rendah. Kemampuan berpikir kreatif mahasiswa yang kategori tinggi yaitu evaluasi, kategori sedang yaitu kelancaran dan kategori rendah yaitu fleksibilitas, orisinalitas, dan elaborasi. Hasil ini mengindikasikan bahwa perlu dikembangkan bahan ajar untuk meningkatkan kemampuan berpikir kreatif mahasiswa.
Creative thinking measurement for everyone in different domains is the most crucial critical subject. Therefore, the current discussion continues whether creativity in various fields different.This ...study aimed to measurement the students’ creative thinking scores in various domains disciplines to reveal differences. The main research question was as followed: Do whether students’creative thinking scores of students in art and non-art education differ significantly? The method was a causal-comparative research design. Participant students (N = 456, meanage = 16–21) were equivalent regarding some variations; as education disciplines and ages. While however, the art and non-art education students were the domain-specific was art education students, the and domaingeneral,was non-art education students respectively. The present study determined a significant difference between domain-specific and domain-general on creative thinking scores in favor of the non-art education students in the range of ages 16 to 21. The study concluded that alternative instruments with domain-specific content needed to measure individuals’ creative thinking in the domain-specific. This study suggested future research to conduct creativity measurement comparatively individuals in different age ranges and domains fields.
Mathematical creative thinking ability is essential to be mastered by students to create good learning results and achievement. To install creative thinking in students' minds, they are highly ...requested to apply an innovative learning model. Among innovative learning models, project-activity-cooperative learning-exercise (PACE) is the one to be considered suitable for improving the students' mathematical creative thinking. This study is an experimental research using a pretest-posttest control group design. It was conducted in three classes of IKIP Siliwangi students by applying different learning models. The first class was given the PACE model treatment with Geogebra, the second class was given the PACE model treatment, and the third class was given direct learning. The instrument used tests. Based on the data analysis, we can conclude that there are differences in improving creative thinking abilities among the students who get the PACE model learning with Geogebra (PACE-G), the PACE model, and direct learning (DL). The improvement of creative students who get PACE and PACE-G models is better than those who get DL. The progress of students' mathematical creative thinking abilities obtained from PACE and PACE-G models is a high category. In contrast, improving students' creative thinking abilities who acquire DL is categorized as a medium.
