Assessing the long-term impact of a metacognitive approach to creative skill development

Hargrove, Ryan A.

doi:10.1007/s10798-011-9200-6

Cited by 79 publications

(69 citation statements)

References 20 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…While this finding may reinforce a contention that the primary role of universities is to educate (Boulton & Lucas, 2011) and for employers to train, there is a need for institutions to provide students with an ability for metacognitionto know what they know and do not know (Hargrove, 2013) -and suitable training for later employment (Lam, 2007). This outcome is relevant to broader issues such as curriculum development and pedagogical approaches (Jones, 2013), particularly in regard to the connection between these components and the enhancement of vocational skills.…”

Section: Vocational Attributesmentioning

confidence: 75%

Employer perspectives of the current and future value of STEM graduate skills and attributes: An Australian study

Rayner

Papakonstantinou

2015

JTLGE

View full text Add to dashboard Cite

Graduate employability has become increasingly contentious as employers call for greater development, evaluation and benchmarking of student skills and capabilities in university courses. However, the increasing range of graduate attributes and competencies demanded by industry is further pressuring an Australian higher education sector already stretched by greater student numbers and declines in government funding. Given these circumstances, there is a need to better understand employer perspectives of the current and future value of vocational, interpersonal and generic attributes of science, technology, engineering and mathematics (STEM) graduates. A survey of STEM graduate employers showed that vocational skills, such as graduates' abilities to contextually apply and develop knowledge, together with generic skills such as critical thinking and problem solving, were valued most highly. Conversely, self-confidence and independence, along with numeracy and related skills, were valued least by the employers. However, attributes such as flexibility/adaptability, self-confidence, personal planning and organisation and developing knowledge relevant to the position were all predicted to become significantly more valuable in a decade's time. The results of this study suggest that Australian undergraduate STEM curricula, which commonly focus on knowledge acquisition, be redesigned to provide students with opportunities to apply such knowledge more often, and in real life, industry-based contexts, such as workintegrated learning (WIL) and industry-based learning (IBL) programs. Through such initiatives, together with greater dialogue and collaboration between academics and employers, employability skills and attributes can be better inculcated in undergraduates, to the benefit of graduates and society as a whole.

show abstract

Section: Vocational Attributesmentioning

confidence: 75%

Employer perspectives of the current and future value of STEM graduate skills and attributes: An Australian study

Rayner

Papakonstantinou

2015

JTLGE

View full text Add to dashboard Cite

show abstract

“…In numerous research, the positive effect of training process on students' creative thinking could be seen (Riga and Chronopoulou, 2014;Rodriquez and Castilla, 2013;Cho et al, 2014;Hu et al, 2013;Hargrove, 2013;Kousoulas, 2010;Hackbert, 2010;Garaigordobil, 2006;Wu et al, 2005;Fleith et al, 2002).…”

Section: Discussionmentioning

confidence: 99%

“…As Hargrove (2013) Different kinds of methods and activities are needed for improving creative thinking. For the educators, it's important to use activities for improving creative potential.…”

Section: Importance Of the Studymentioning

confidence: 99%

See 1 more Smart Citation

Improved creative thinkers in a class: A model of activity based tasks for improving university students creative thinking abilities

Öncü¹

2016

Educ. Res. Rev.

View full text Add to dashboard Cite

The main objective of this study was improving university students' from different faculties creativity thinking through a creativity education process. The education process took twelve weeks' time. As pretest, Torrance test of creative thinking (TTCT) figural form was used. Participants were 24 university students from different faculties who attended the course of "Fostering of Creativity and Creative Thinking" in spring semester. In the beginning of the lessons, TTCT Figural Form A was completed by all the students. After completion of the sessions, TTCT Figural Form B was asked to be completed as the last test. Also, all the participants were requested to made verbal comments about the effects of the lessons on their creative thoughts. The results of this research indicated that creativity based educational activities have a positive impact on creative thinking of the students, and they mentioned that they gained how to think divergently in their daily life. The results of the TTCT indicated that students' perform better especially in originality and closure factors.

show abstract

“…Estrategias específicas para que los profesores enseñen a sus alumnos el reconocimiento y el uso de estrategias metacognitivas son, entre otras, la instrucción dirigida, el uso de diarios de clase reflexivos por parte de los alumnos, lluvia de ideas, pensamiento lateral, pensamiento metafórico y mapas mentales (Hargrove, 2013;Henter & Indreica, 2014;Okoza, Aluede & Owens-Sogolo, 2013).…”

Section: La Metacogniciónunclassified

Estudio autónomo y estrategias metacognitivas: sus implicaciones para mejorar el aprendizaje del idioma inglés en educación básica

Guevara

Reyes

Cortés

2016

RPCC

View full text Add to dashboard Cite

RESUMENEn este ensayo se retoma como punto de partida el análisis de la problemática en torno a los bajos resultados en el aprendizaje de idioma inglés de los alumnos de educación básica en México y los principales factores que inciden en ella, así como de algunas experiencias relacionadas con la implementación de la enseñanza escolarizada de dicho idioma en este país y en algunos otros de América Latina, en las cuales se han utilizado el estudio independiente y estrategias metacognitivas, que indican su posible efectividad para obtener mejores resultados. Para concluir, se plantea la necesidad de que en la educación básica en México se promueva el uso del estudio independiente y de las estrategias metacognitivas para elevar el aprendizaje del idioma inglés, lo cual requiere, entre otras cosas, que los planes y programas de estudio de este idioma las incluyan de manera más explícita y que se actualice a los docentes de inglés para su enseñanza dentro del salón de clases. Palabras clave: aprendizaje del inglés, enseñanza del inglés, estudio autónomo, metacognición, estrategias metacognitivas. ABSTRACTThis essay takes as its departing point the analysis of the issues surrounding the bad outcomes of the Mexican elementary education students of the English language and the main factors that have an impact on them, as well as some experiences related to the implementation of the formal teaching of the English language in Mexico and some other Latin-American countries that have used independent learning and metacognitive strategies, which indicate its apparent effectiveness to obtain better results. As a conclusion, we remark the need to promote, in the Mexican elementary education, the independent learning and metacognitive strategies as a form to improve English language learning, which requires, among other things, that such strategies and learning are included in a more explicit form in the lesson plans and programs, and the teachers' training for its use in the classroom.

show abstract

Assessing the long-term impact of a metacognitive approach to creative skill development

Cited by 79 publications

References 20 publications

Employer perspectives of the current and future value of STEM graduate skills and attributes: An Australian study

Employer perspectives of the current and future value of STEM graduate skills and attributes: An Australian study

Improved creative thinkers in a class: A model of activity based tasks for improving university students creative thinking abilities

Estudio autónomo y estrategias metacognitivas: sus implicaciones para mejorar el aprendizaje del idioma inglés en educación básica

Contact Info

Product

Resources

About