Creativity in education

Hodges, Gabrielle Cliff

doi:10.1111/j.1754-8845.2005.tb00624.x

Cited by 18 publications

(9 citation statements)

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“…Teaching experience might contribute to the richer conception to some extent (Al-Nouh et al, 2014). Nonetheless, the narrow and limited understanding of creativity in the research points out to the need to stress creativity in teacher education and training (Hodges, 2005;Vass, 2007;Howell, 2008;Anderson-Patton, 2009;Newton, L. & Beverton, 2012). Teachers need to realise that 'creativity is not mysterious, elitist or inaccessible' (Simmons & Thompson, 2008, p.606), and they can adopt elements of creativity when acting as a facilitator in their teaching (Fisher, 2005;Cremin & Barnes, 2014).…”

Section: Discussionmentioning

confidence: 96%

Primary school teachers’ conceptions of creativity in teaching English as a foreign language (EFL) in China

Wang

Kokotsaki

2018

Thinking Skills and Creativity

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2018) 'Primary school teachers' conceptions of creativity in teaching English as a foreign language (EFL) in China. ', Thinking skills and creativity., Additional information: Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. AbstractTeachers' crucial role in realising creativity within their subject and providing more opportunities to foster creative abilities in pupils have been widely recognised. However, few studies have focused on what constitutes creativity in a particular subject such as English. This research explored teachers' conceptions of creativity in primary EFL classroom, with a particular focus on the Chinese context. Questionnaires and interviews were conducted to explore how EFL teachers conceptualised creati vity in their practice using the phenomenographical approach to categorise teachers' conceptions. The findings showed that most of the teachers valued creativity in EFL, and regarded fostering creative thoughts as being important for personal development as well as effective EFL learning.Teachers' conceptions of creativity in EFL were categorised into creative products, cognitive development, creative teaching approaches and freedom in choice and expression. Favoured approaches to facilitate creative teaching included the use of art forms and playful activities, and the establishment of a stimulating classroom environment for creative ideas. However, some teachers tended to have limited conceptions and were uncertain about the relationship between creativity and foreign language learning.Challenges included an overcrowded curriculum, limited teaching time, exam pressures and a social and cultural context characterized by lack of support. The findings are discussed in terms of their educational implications.

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Section: Discussionmentioning

confidence: 96%

Primary school teachers’ conceptions of creativity in teaching English as a foreign language (EFL) in China

Wang

Kokotsaki

2018

Thinking Skills and Creativity

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“…Some researchers even included ethical (Cropley, 2001) and autonomical (Hodges, 2005;Sawyer, 2004) issues in creativity. Also, conceptions of creativity reflect cultural values, which may affect a person's experience of creativity and his or her ability to manifest it (Craft, 2003;Csikszentmihalyi, 1996;Sawyer, 2004;Sternberg, 2007).…”

Section: Foundations and Creativity In Mathematicsmentioning

confidence: 99%

Korean Primary School Teachers' Conceptions of Foundations and Creativity in Mathematics

Park¹

2013

The Mathematical Education

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“…If some students have had experiences with the tasks and others have not, those who have had these experiences will have an unfair advantage. We have also found that students are not as motivated to participate in a task if they have done exactly the same task before. The performance-based assessment could be combined with existing assessments to identify students for special life science programs for exceptionally talented students because it is fair to students from American Indian and Hispanic groups, and may be a fair assessment of other groups of students of color. The life science assessment can be used alone or in combination with other assessments to assess the quality of teaching in life science classrooms. The life science assessment can be used in classrooms to help teachers design and differentiate their lessons to meet students’ academic needs (Hodges, 2005; Pease et al, 2020; Sandri, 2013; Tracy, 2015). Teachers can use these tasks to determine the strengths of their students and then design instruction to meet these needs. If students have difficulty with open-ended problem solving but can solve closed and semiopen problems easily, then the teacher can start with these problems and gradually introduce more open-ended problems to give students opportunities to think about problems in creative ways, create new methods for solving them, and generate unusual solutions (Maker & Schiever, 2010).…”

Section: Suggested Usesmentioning

confidence: 99%

Culturally Responsive Assessment of Life Science Skills and Abilities: Development, Field Testing, Implementation, and Results

Zimmerman

Maker

Alfaiz

2020

Journal of Advanced Academics

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A research team consisting of educators of gifted students, a scientist, and experts in measurement developed a performance-based assessment of life science skills and abilities. Four high schools in the Southwestern United States were the settings for field testing and implementation. Five levels of ratings were given: unknown, maybe, probably, definitely, and wow. The majority of student scores were in the maybe and probably categories. Using six new measures (concept maps in life and physical science, math problem solving, spatial analytical performance assessment, life science performance assessment and physical science performance assessment), 23 students (M2) were selected for participation in science laboratories at an R1 university along with 20 students (M1) selected by conventional means. When the nine attribute scores of the performance-based assessment were compared, no significant difference was found t(41), p > .38, between M1 and M2 students. Performance-based assessments in science, technology, engineering, and mathematics (STEM) will provide an alternative and a complement to standard achievement tests. They have the potential to identify and nurture exceptionally talented high school students across all demographic groups.

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Creativity in education

Cited by 18 publications

References 0 publications

Primary school teachers’ conceptions of creativity in teaching English as a foreign language (EFL) in China

Primary school teachers’ conceptions of creativity in teaching English as a foreign language (EFL) in China

Korean Primary School Teachers' Conceptions of Foundations and Creativity in Mathematics

Culturally Responsive Assessment of Life Science Skills and Abilities: Development, Field Testing, Implementation, and Results

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