Creative learning environments in education—A systematic literature review

Davies, Dan; Jindal‐Snape, Divya; Collier, Christopher; Digby, Rebecca; Hay, Penny; Howe, Alan

doi:10.1016/j.tsc.2012.07.004

Cited by 598 publications

(517 citation statements)

References 34 publications

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“…The physical change in the classroom layout provided an impetus for teachers to plan their lessons to include the students. Teachers were definitely more creative and innovative in their teaching pedagogy and approach (Davies et al 2013, Jamieson et al 2009). Teachers were resorting to YouTube, and various internet sites to source materials like songs, poems, videos and images they could use to build language learning activities around.…”

Section: Discussionmentioning

confidence: 99%

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New Learning Spaces and Transformations in Teacher Pedagogy and Student Learning Behavior in the Language Learning Classroom

Nambiar

Nor

Ismail

et al. 2017

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Section: Discussionmentioning

confidence: 99%

“…Davies et al (2013) reviewed 210 school projects on creative environments for learning and claim the physical environment is key to better creativity and communication in the classroom. They found evidence that a creative environment does impact pupil performance and teacher professionalism.…”

Section: Teaching and Learning Spacesmentioning

confidence: 99%

New Learning Spaces and Transformations in Teacher Pedagogy and Student Learning Behavior in the Language Learning Classroom

Nambiar

Nor

Ismail

et al. 2017

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“…Numerous factors have been found to influence the development of creativity in learning environments. In a systematic review of studies relating to creative learning environments, Davies et al (2013) determined key characteristics of school environments that enhance creativity, including an appropriate physical environment, availability of various materials, using outdoor environments, an exciting pedagogical environment, employing games-based approaches, flexible use of time and supportive relationships between teachers and students.…”

Section: Approaches To Measuring Creativitymentioning

confidence: 99%

Approaches to Measuring Creativity: A Systematic Literature Review

Said-Metwaly

Noortgate

Kyndt

2017

Creativity. Theories – Research - Applications

146

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This paper presents a review of the literature on the measurement of creativity. Creativity definitions are discussed as a starting point for understanding the nature of this construct. The four major approaches to measuring creativity (process, person, product and press) are reviewed, pointing out commonly used instruments as well as the advantages and weaknesses of each approach. This review reveals that the measurement of creativity is an unsettled issue, and that the existing instruments purporting to measure creativity suffer from serious conceptual and psychometric shortcomings. Research gaps and suggestions for future research are discussed. INTRODUCTIONCreativity is considered as a precious asset for solving individual, organizational and social problems and achieving sustainable development (Barbot, Besançon, & Lubart, 2015;Lubart, Zenasni, & Barbot, 2013;Zeng, Proctor, & Salvendy, 2011). Accordingly, understanding the nature and determinants of creativity is of great importance to enhance its development. However, although much research has been devoted to such understanding, some controversial issues have not yet been settled.One of the most controversial issues in creativity research is the measurement of this construct (Baer & McKool, 2009; Barbot, Besançon, & Lubart, 2011; Blamiresa & Peterson, 2014;Kaufman, Baer, Cole, & Sexton, 2008;Mouchiroud & Lubart, 2001;Park, Chun, & Lee, 2016;Zeng et al., 2011). The growing body of creativity research has devoted considerable attention to the development of numerous instruments assessing dif- Wim Van den NoortgateUniversity of Leuven, Belgium E-mail address: wim.vandennoortgate@kuleuven.be * This research was supported by a grant from the Government of Egypt Unauthenticated Download Date | 5/11/18 5:43 PM 239 ferent aspects of creativity, ranging from cognitive processes to environmental factors (Kaufman, Lee, Baer, & Lee, 2007;Park et al., 2016).The most prominent characteristic of this body of instruments is their diversity, indicating the complexity of defining and measuring creativity (Hocevar, 1981). In addition, these instruments have limitations, such as measuring trivial aspects of creativity or lacking adequate psychometric properties (Baer & McKool, 2009;Kaufman et al., 2007). Hence, researchers seeking to measure creativity face a number of unsolved issues, including how creativity should be defined, what particular aspects of this construct need to be valued and measured, and what the most appropriate instruments are, for measuring these aspects (Blamiresa & Peterson, 2014;Treffinger, Young, Selby, & Shepardson, 2002). In this regard, this paper aims to shed light on these issues through answering these questions:1. How is creativity defined and described in the literature? 2. What are the approaches to measuring creativity? 3. What are the most commonly used instruments in each approach? 4. What are the advantages and weaknesses of the existing approaches for measuring creativity?We try to answer these questions through systematically reviewin...

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“…Table 1 summarises the simulations carried out in Figure 1 to Figure 4, in which β was fixed at 0.1, the mean of values which turn out to be significant in the simulations that I will perform in Section 4. Therefore, these numerical simulations show that improving convergent thinking (see Wu et al, 2014;Yueh et al, 2013) is more important than improving divergent thinking to gain happiness from creativity over the whole life span, (see Alfonso-Benlliure et al, 2013; Davies et al, 2013), once these have both achieved a sufficiently large degree. This is supported by a meta-analysis of functional imaging data performed by Gonen-Yaacovi et al (2013).…”

Section: An Empirical Testmentioning

confidence: 88%

Scholarships vs. Training for Happiness Gained from Education in Creativity: An Analytical Model

Zagonari

2015

SSRN Journal

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This paper presents an analytical model of the dynamic interrelationships between education, creativity, and happiness based on both theoretical insights and recent empirical neurological studies. In the model, the outcome is conditional on individual intelligence and risk aversion. Specifically, it focuses on two main determinants of creativity (divergent and convergent thinking), and compares two main educational policies (scholarships vs. training) in terms of their impacts on the happiness gained from creativity in the general and healthy population. An empirical test is provided by matching the model's predictions with the results of recent neuroscience research. Numerical simulations suggested that improving convergent thinking is more important than improving divergent thinking for creativity to generate happiness throughout an individual's life, provided both divergent and convergent thinking have achieved a sufficiently large degree; and that unstructured training in divergent thinking (e.g., in accounting schools) is necessary to reach richer but less intelligent people, whereas scholarships or unstructured training in convergent thinking (e.g., in art schools) are necessary to reach more intelligent but less rich people.

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Creative learning environments in education—A systematic literature review

Cited by 598 publications

References 34 publications

New Learning Spaces and Transformations in Teacher Pedagogy and Student Learning Behavior in the Language Learning Classroom

New Learning Spaces and Transformations in Teacher Pedagogy and Student Learning Behavior in the Language Learning Classroom

Approaches to Measuring Creativity: A Systematic Literature Review

Scholarships vs. Training for Happiness Gained from Education in Creativity: An Analytical Model

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