Failure as an active agent in the development of creative and inventive mindsets

Estabrooks, Leigh B.; Couch, Stephanie

doi:10.1016/j.tsc.2018.02.015

Cited by 17 publications

(13 citation statements)

References 10 publications

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“…"I give a relatively new idea in solving problems or answers that are different from the usual" Originality refers to the ability to produce unpredictable ideas. Teaching students to find and think in a general way and explore a problem will foster new ideas or ways of thinking from that individual [60,61]. Therefore, originality is related to the authenticity or unique answers of students with how rarely an idea is produced.…”

Section: Originalitymentioning

confidence: 99%

Identifying creative thinking skills in subject matter bio-chemistry

Ernawati

Muhammad

Asrial

et al. 2019

IJERE

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<span>Creative thinking is needed in 21st century learning. This quantitative study aimed to determine whether chemistry education students at Universitas Jambi have the initial ability of creative thinking. The type of research that is used is a research design survey that is strengthened by the results of interviews to support the results of quantitative data. Where the number of all samples from this study was 188 college students with details of 140 female and 48 male college students from 4th semester chemistry education students who were taken based on purposive sampling technique. Data were then analyzed using SPSS 21 application to find descriptive statistics in the form of mean, median, min, max, and category. From the results of the analysis conducted, it was found that there were students' creative thinking abilities in chemistry subjects in bio-chemical material indicated by sensitivity indicators which had a good category of 44.7% (84 of 188), fluency indicators had a good category of 41.5% (78 of 188), the flexibility indicator has a good category of 40.4% (76 of 188), the originality indicator has a category of 43.1% (81 of 188), and the elaboration indicator has a category of 39.4% (74 of 188).</span>

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Section: Originalitymentioning

confidence: 99%

Identifying creative thinking skills in subject matter bio-chemistry

Ernawati

Muhammad

Asrial

et al. 2019

IJERE

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“…One student demonstrates the confidence she has in her future, regardless of which path she travels and she attributes this confidence to IowaBig, I take class at a local college and the teacher has already asked me about my work here. In a study related to failure as an active agent in the learning process, Estabrooks and Couch (2018) reported one participant in their study reported that because of her leadership experience in a project based environment, she could do anything. The student quoted above doesn't appear to be worried about any particular path her career may go, because she has developed skills and confidence to pursue whatever she chooses.…”

Section: Discussion Of Findings In Relation To the Literature Reviewmentioning

confidence: 99%

“…The failures can be related to ideas, materials, or the collaboration between other students or students and teachers (La Prad & Hyde, 2017). Estabrooks and Couch (2018) have recently found, "that young inventors, like more mature inventors, learn through creative failure as part of the iterative and recursive nature of the invention process" (p.11) Teachers are responsible for building trusting relationships and encourage failure not for failures sake, but to help students learn from failures and provide feedback in the learning process.…”

Section: )mentioning

confidence: 99%

Experiential learning and its impact on students' entrepreneurial intention in two innovative high school programs

Noworatzky¹

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The purpose of this study was to study is to understand whether the unique experiential learning programs at two innovative high schools might be highly effective models for increasing the Entrepreneurial Intention and skills of their students. The study was placed in the theoretical framework of the Theory of Planned Behavior based on Ajzen. The literature review focused on Experiential Learning Theory, Constructivist Theory, Kolb's Experiential Learning Theory and an overall look at the state of Entrepreneurial Education. Two research question guided the data collection and analysis: How does IowaBig and BVCAP as community, industry and experiencebased secondary programs impact students' perception of, attitudes towards, and competencies of entrepreneurship, as perceived by administrators, teachers, students, and community-and industrybased partners? What do students, administrators, teachers, and community-and industry-based partners consider to be the value of these activities and learning for students? A multi-case study involving teachers, students and industry partners was used to find answers to these questions. By allowing students to articulate and follow their passions teachers can unlock creativity and put learning in context leading to more highly motivated, successful students. The study found; Authentic, real world projects drive students to practice project management, leadership, collaboration and business processes, all essential skills for entrepreneurs, In an environment where it is safe to fail, students learn to use iterative thinking and problem solving to deal with ambiguous problems and situations, and due to the structure of the programs, the project work, and the leadership experiences students develop a level of confidence surpassing their traditionally taught peers. The findings of this study, along with the identification and analysis of related themes, have the potential to inform public schools contemplating a project-based learning experience.

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“…This does not mean that creative action should be avoided, but rather that educators can help young people anticipate and proactively respond to unintended outcomes and side-effects of their creative efforts-viewing these emergent features as simply part of the broader creative process. When "failures" and unanticipated setbacks are viewed as inherent in the creative process [53], they can be transformed into active and creative learning opportunities, which lead to additional creative action. As young people learn that unintended outcomes are part of the creative process, they will be in a better position to also assume responsibility for evaluating the outcomes of their efforts and continuing to put forth creative effort to address potentially negative outcomes.…”

Section: Responsibility #4: Systematically Evaluating Outcomesmentioning

confidence: 99%

Positive Creativity Is Principled Creativity

Beghetto

Anderson

2022

Education Sciences

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The purpose of this article is to introduce an action-oriented framework aimed at clarifying and promoting a principled approach to creativity in education. A principled approach to creativity refers to the design and implementation of positive creative educational endeavors, which are guided by a set of agreed-upon commitments aimed at making a positive contribution to the learning and lives of others. We open by discussing how our conception of a principled approach to creativity connects to positive creativity and how this approach can guide creative educational endeavors. More specifically, we discuss the opportunities and responsibilities associated with a principled approach to creativity, including how educators, students, and researchers can re-conceptualize creative opportunities, creative risk-taking, creative action, and the intended and unintended outcomes that result from promoting creative thought and action in and beyond the walls of schools and classrooms.

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Failure as an active agent in the development of creative and inventive mindsets

Cited by 17 publications

References 10 publications

Identifying creative thinking skills in subject matter bio-chemistry

Identifying creative thinking skills in subject matter bio-chemistry

Experiential learning and its impact on students' entrepreneurial intention in two innovative high school programs

Positive Creativity Is Principled Creativity

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