Predicting Creativity and Innovation in Society: The Importance of Places, the Importance of Governance

von Thienen, Julia; Borchart, Kim-Pascal; Bartsch, Detlef; Walsleben, Lars; Meinel, Christoph

doi:10.1007/978-3-031-36103-6_3

Cited by 1 publication

(1 citation statement)

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“…The immediate environment in which creative activity takes place has a discernible effect, as in a particular room, a building, or in nature ( Atchley et al, 2012 ; von Thienen et al, 2012 ; Guegan et al, 2017 ; Bourgeois-Bougrine et al, 2020 ). Furthermore, broader contexts like geographic regions or political climates can also play a crucial role in influencing creativity and innovation ( Weiner, 2016 ; von Thienen et al, 2023a ).…”

Section: Creative Metacognition On Placesmentioning

confidence: 99%

Creative metacognition in design thinking: exploring theories, educational practices, and their implications for measurement

2023

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Design thinking is a well-established practical and educational approach to fostering high-level creativity and innovation, which has been refined since the 1950s with the participation of experts like Joy Paul Guilford and Abraham Maslow. Through real-world projects, trainees learn to optimize their creative outcomes by developing and practicing creative cognition and metacognition. This paper provides a holistic perspective on creativity, enabling the formulation of a comprehensive theoretical framework of creative metacognition. It focuses on the design thinking approach to creativity and explores the role of metacognition in four areas of creativity expertise: Products, Processes, People, and Places. The analysis includes task-outcome relationships (product metacognition), the monitoring of strategy effectiveness (process metacognition), an understanding of individual or group strengths and weaknesses (people metacognition), and an examination of the mutual impact between environments and creativity (place metacognition). It also reviews measures taken in design thinking education, including a distribution of cognition and metacognition, to support students in their development of creative mastery. On these grounds, we propose extended methods for measuring creative metacognition with the goal of enhancing comprehensive assessments of the phenomenon. Proposed methodological advancements include accuracy sub-scales, experimental tasks where examinees explore problem and solution spaces, combinations of naturalistic observations with capability testing, as well as physiological assessments as indirect measures of creative metacognition.

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