Creative Productivity Among Secondary School Students: Combining Energy, Interest, and Imagination

Abstract

This qualitative research study focuses upon 18 highly creative/productive secondary school students. Creative/ productive behavior is examined by studying characteristics of youths who pursued and completed investigations based on their interests. The data sources were the family, the school, and the student. Methods of investigation included document analysis, questionnaires, and a student interview. Reflecting on experiences in their respective programs for the gifted, students revealed insights into the ways they obtained ideas for their projects, how their interest in their investigations was sustained, and what they learned from their efforts.

Is there still a need for gifted education? An examination of current research

“…Delcourt (1993) Creative productivity among secondary school students: Combining energy, interest, and imagination.…”

“…Gifted education programs and strategies have been found to longitudinally benefit gifted and talented students, helping students increase aspirations for college and careers (Taylor, 1992), determine post-secondary and career plans (Delcourt, 1993;Hébert, 1993;Lubinski, Webb, Morelock, & Benbow, 2001;Taylor, 1992), develop creativity and motivation that was applied to later work (Delcourt, 1993;Hébert, 1993), and achieve more advanced degrees (Lubinski et al, 2001). Hébert (1993) and Delcourt (1993) found that gifted programs which were based on Renzulli's Triad/SEM approach (Renzulli, 1977;Renzulli & Reis, 1985 and focused on interest development and productivity in areas of interest, had a positive effect on students' subsequent interests, positively affected postsecondary plans; Reis (1985, 1997) also found that early advanced project work in gifted programs served as important training for later productivity.…”

“…Hébert (1993) and Delcourt (1993) found that gifted programs which were based on Renzulli's Triad/SEM approach (Renzulli, 1977;Renzulli & Reis, 1985 and focused on interest development and productivity in areas of interest, had a positive effect on students' subsequent interests, positively affected postsecondary plans; Reis (1985, 1997) also found that early advanced project work in gifted programs served as important training for later productivity. Hébert (1993) also found that nonintellectual characteristics, such as creativity, interests, and task commitment, remain consistent in gifted and talented students over time.…”

Üstün Zekâli Ve Yetenekli̇ Öğrenci̇ Ai̇leleri̇ni̇n Bi̇lsem Bi̇yoloji̇ Proje Çalişmalari Hakkindaki̇ Görüşleri̇

“…Örneğin, aileler biyoloji proje çalışmalarında öğrencilerin kendilerini özgür, mutlu, heyecanlı, keyifli hissettiğini belirtmişlerdir. Bu sonuç, alan yazında yer alan öğrencilerin proje çalışmalarından hoşlandığı, proje çalışmalarının mutluluk verici, ilginç, eğlenceli, heyecanlı, zevkli ve tatmin edici olduğu (Baykoç, Uyaroğlu ve Aydemir, 2012;Delcourt, 1993;Johnsen, 2008; Johnsen ve Goree, 2009; Özarslan ve Çetin, 2012;Powers, 2008) Aileler öğrencilerin biyoloji proje çalışmalarının genelde başarılı olarak gerçekleştiğini ifade etmişlerdir. Bu sonuç, alan yazında yer alan, ailelerin proje çalışmalardan memnun olduğu bulgusu benzerlik göstermektedir (Baykoç vd., 2012).…”

What is the next small big thing in psychology?

“…This four-stage approach gives emphasis on the unconscious rather than the conscious steps of creativity, while non-cognitive dimensions, such as motivation, energy, and commitment are emphasized (Delcourt, 1993).…”