Culture and Creativity

Hondzel, Catharine Dishke; Gulliksen, Marte Sørebø

doi:10.1177/2158244015611448

Cited by 9 publications

(2 citation statements)

References 39 publications

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“…In short, these are some relevant aspects in the promotion of competencies, such as knowledge of the contents, but also creativity and innovation, such as critical thinking, problem solving, collaboration, communication competencies, innovation, and selection and application competencies (Andrade, 2016;Bellanca & Brandt, 2010;Hondzel & Gulliksen, 2015;.…”

Section: Teachingmentioning

confidence: 99%

Contemporary Challenges for the Academic

Ferreira¹,

Serpa²

2018

IJCE

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This reflection aims to offer a contribution on some of the main challenges that academics have to face in their professional practice. To this end, we will analyse two components of the academic’s activity – teaching and research –, as well as the potentialities of their association, mobilising in this reflection the authors’ academic experience, especially in the disciplinary field of Sociology. It is concluded that, despite the academic’s high expertise, there are several instigations that lead us to consider the need for a permanent update, so as to encourage, in an intentional and successful way, his/her action.

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Section: Teachingmentioning

confidence: 99%

Contemporary Challenges for the Academic

Ferreira¹,

Serpa²

2018

IJCE

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“…On the one hand, this led to the increased attention of governments of different countries to the problem of developing scientific and innovative potential of young people, on the other hand, to the introduction of inquiry-based learning [3]. It focused the interest of researchers on the study of cognitive abilities of children and adolescents, integration of science and education, measures and mechanisms for involving schoolchildren in research activities and innovative creativity [4][5][6][7][8].…”

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confidence: 99%

Involvement of schoolchildren of Buryatia and the TransbaikalTerritory in scientific activities

2021

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The study is aimed at determining the factors of motivation for research activities among schoolchildren of the Republic of Buryatia and the TransbaikalTerritory. The employed sociological approach in the study made it possible to analyze the cognitive and social needs of schoolchildren in research activity, to assess the influence and role of social factors (conditions of social life of students) in the formation and content of motives for research activities of schoolchildren, and also to distinguish schoolchildren’s expectations and opportunities needed to implement research activities. When organizing research work with students, developing a scientific infrastructure in education, the issues of student motivation acquire particular relevance. Taking into account the high level of the influence of a scientist’s image on the choice of student science-oriented specialization, strengthening the positive image of a scientist in society becomes an urgent task. Since teachers are the key figures in attracting schoolchildren to research, it is necessary to give priority attention to the methodical and methodological training of teachers in the field of research activities, along with providing scientific infrastructure for schoolchildren. The experience of implementation of scientific and educational projects “Scientific Accelerator” in Buryatia and the Science Festival “NAUKA 0+” in the TransbaikalTerritory showed that the competencies and methodological approaches in the field of research activities that students master within the framework of projects cannot always be developed inthe further educational process. At the same time, an important factor in motivating students is meeting with scientists who act as carriers of advanced academic knowledge and also form a positive image of the profession among students. The results of the study can be applied in the development of standards and rules for the implementation of educational activities.

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Socio‐Economic Status and Creativity: A Meta‐Analysis

Acar

Tadik²,

Uysal

et al. 2022

Journal of Creative Behavior

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In the present study, we examined the relationship between socio-economic status (SES) and creativity through a meta-analysis of 885 effect sizes from 151 samples in 117 studies. Analyses of a multivariate model with a robust variance estimator showed a small positive correlation between creativity and SES (r = .120, 95% CI [0.086, 0.154]). Further analyses with four groups of moderators (i.e., creativity measure, SES indicator, sample characteristics, and study characteristics) indicated that the mean effect size is significantly higher when the creativity index is flexibility rather than fluency or when SES is measured by parental or one's own level of education and parental occupation rather than the location of residency. In addition, the relationship between creativity and SES dissipated as the students progressed from elementary school through college. The potential role of schooling in the creativity-SES link is discussed.

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Culture and Creativity

Cited by 9 publications

References 39 publications

Contemporary Challenges for the Academic

Contemporary Challenges for the Academic

Involvement of schoolchildren of Buryatia and the TransbaikalTerritory in scientific activities

Socio‐Economic Status and Creativity: A Meta‐Analysis

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