Constructive Creativity in Education

“…• Having knowledge of pedagogy and using a variety of techniques to teach critical and creative thinking skills (Fairweather & Cramond, 2010;Tan & Wong, 2007).…”

Section: How Teachers Foster Creativitymentioning

confidence: 99%

“…• Understanding what creativity is and how it can be taught (Skiba et al, 2010;Sternberg, 2010;Tan 2007).…”

Section: How Teachers Foster Creativitymentioning

confidence: 99%

Adolescents’ perceptions of how creativity is fostered by teachers in the curriculum

O’Boyle

2017

Jnl of Research in Internatl Education

View full text Add to dashboard Cite

“…Various social constructivism educational approaches were identified, tested and adopted within the framework in a classroom setting for the creation of dialogical opportunities, where instructor and learners are both responsible for problem solving process [21]. The approaches are structured in a five step practical framework that will be elaborated in the next section.…”

Section: Encouraging Social Interaction Amongst Chc Learners To Improve Critical Thinking: a Case Studymentioning

confidence: 99%

A Framework of Fostering Critical Thinking in a Multicultural, Inclusive Confucian Heritage Classroom

Tan¹,

Lim²

2016

ICERI2016 Proceedings

Self Cite

View full text Add to dashboard Cite

Critical thinking is an important 21 st century skillset often embraced by educators today as a backbone of creative problem-solving competency. The presence of social interaction and dialogue becomes crucial in fostering critical thinking and its development. A claim is that a lack of dialectic interaction among Confucius Heritage Cultures (CHC) classrooms poses teaching and learning challenges for critical thinking development. Our action research study was conducted in two cycles aimed to find out ways to facilitate classroom activities that promoted dialectic interaction with peers and instructors. The study cycles hoped to transform CHC learners who appeared to be passive -unwilling to ask questions and often hesitant to speak up, resulting in a teacher-centered environment -to active learners and critical making participants in creative designing environments. Our paper reports experiences emerging from the second cycle of our action research project during an on-going teaching and action research phase of inquiry. A conceptual framework of culturally appropriate critical thinking pedagogy for an Art & Design Visual Communication classroom is situated in a multicultural, inclusive and Confucian Heritage Culture environment. A practical inquiry methodology was adopted to demonstrate the various approaches of social constructivism in fusion with Confucianism to encourage interaction for critical thinking within a multicultural, inclusive, CHC classroom.

show abstract

Constructive Creativity in Education

Cited by 4 publications

References 0 publications

Enhancement of Creativity across the Lifespan in Mainland China

Enhancement of Creativity across the Lifespan in Mainland China

Adolescents’ perceptions of how creativity is fostered by teachers in the curriculum

A Framework of Fostering Critical Thinking in a Multicultural, Inclusive Confucian Heritage Classroom

Contact Info

Product

Resources

About