Wallas’ Four-Stage Model of the Creative Process: More Than Meets the Eye?

Sadler‐Smith, Eugene

doi:10.1080/10400419.2015.1087277

Cited by 188 publications

(80 citation statements)

References 58 publications

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“…The POGIL model was implemented with the syntax developed by Hanson, D. (2006)as shown in Table 4. In the meantime, the creative thinking skills used in this research referred to Guilford (Guilford, 1988) Some of the main frameworks that have been established in creative thinking skills include the creative thinking framework proposed by Guilford, Perkins, and Torrance (Guilford, 1988;Perkins, 1984;Sadler-smith, 2014;Torrance, 1961). This research adopted Guilford's creative thinking skills.…”

Section: Resultsmentioning

confidence: 99%

Students’ Creative Thinking Skills on Heat Phenomena Using POGIL Learning Model

et al. 2019

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This research aimed to analyze the improvement of students' creative thinking skills on the matter of heat and its transfer using the POGIL model. The topic concerning heat and its transfer has some characteristics that enable students to carry out practicum and trigger them to develop their higher-order thinking skills. The method used in this research was pre-experimental with one group pretest-posttest design. A total of 32 seventh grade students at SMPN 1 Jaten Karang Anyar, Central Java, were randomly selected as the participants in this research. To measure the increase in students' creative thinking skills, a multiple-choice test had been developed based on the indicators of creative thinking skills. Based on the results of data analysis, the values of N-gain on the indicators consisting of fluency, flexibility, originality, and elaboration were 0.56, 0.60, 0.46, and 0.53 respectively. Those numbers meant that creative thinking was in the medium category. Further analysis shows that, by using the POGIL model on the topic of heat and its transfer learning, students' creative thinking skills can be increased, especially on the indicators of fluency and flexibility.

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Section: Resultsmentioning

confidence: 99%

Students’ Creative Thinking Skills on Heat Phenomena Using POGIL Learning Model

et al. 2019

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“…Wallas was a psychologist who first discussed the process of creative thinking in his book, entitled "The Art of Thought", in 1926. Wallas argued that basically the creative thinking process consists of four stages (commonly called Wallas' The Four-Stage Model of Creative Thinking), which involves preparation, incubation, illumination, verification (Sadler-Smith et al, 2015;Peirce, 2018). Briefly, Wallas (1926) describes the four stages of the creative thinking process as follows.…”

Section: Creative Thinkingmentioning

confidence: 99%

Enhancing Students’ Creative Thinking through Inquiry-Based Learning Integrating Mathematical Tools

Indarasati

Abadi

Lukito

2019

Int.J.Trends.Math.Edu.Research

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Students were demanded to be a creative problem solver in the career world. A mathematical learning following an inquiry-based learning approach and integrating mathematical tools was developed in this study. Students constructed original solutions about trigonometry ratio by using a clinometer and a meter as mathematical tools in allowing creative thinking. The product was designed through ADDIE methodology and applied to two classes in a Senior High School. A pre-test and post-test design measured cognitive knowledge as creative thinking variable. The result showed that this product with using mathematical tools was feasible and successful in enhancing students’ creative thinking. Inquiry-based learning was developed by involving three main components: providing students with a contextual mathematical problem-solving activity; involving student in an open-ended investigation with using a clinometer and a meter as mathematical tools to promote their creative thinking in creating original solutions; motivating students to build their own knowledge. This inquiry-based learning which had been developed significantly influenced students’ pre-knowledge scores. It could be concluded that creative thinking contributed, too. A recommendation for mathematics teachers in teaching mathematics was to involve students in problem-solving activity that facilitated them to conduct open-ended investigation whereas they could construct their own knowledge in building an original solution.

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“…The creative process also affects the use of garnish. Wallas [22] describes four stages of the creative process, i.e., (1) preparation, (2) incubation, (3) illumination and (4) verification.…”

Section: ) Contribution Of Emulation Ability To Creativity In Culinamentioning

confidence: 99%

Employing ANDI Learning Model in Culinary Arts Course: How Does It Contribute to Emulation Ability and Studentsr Creativity?

Hudiah¹,

Marji²,

Kiranawati³

2018

Proceedings of the International Conference on Indonesian Technical Vocational Education and Association (APTEKINDO 2018)

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This study aims to investigate the contribution of ANDI learning model to emulation ability and its impact to students' creativity in culinary arts course. It involved 131 students majoring in culinary taken randomly from four state and private universities in different cities in Indonesia. The data were analyzed through Structural Equation Modelling (SEM) PLS. The result of the study showed that: (1) ANDI learning model contributed 32.6% to emulation ability, (2) ANDI learning model contributed 19.3% to students' creativity, (3) emulation ability contributeds 20,4,3% to student's creativity, (4) simultaneously, ANDI learning model and emulation contributed 39.7% to creativity in culinary arts course. As the conclusion, ANDI learning model contributed to emulation and eventually affected the student's creativity in culinary arts course.

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Wallas’ Four-Stage Model of the Creative Process: More Than Meets the Eye?

Cited by 188 publications

References 58 publications

Students’ Creative Thinking Skills on Heat Phenomena Using POGIL Learning Model

Students’ Creative Thinking Skills on Heat Phenomena Using POGIL Learning Model

Enhancing Students’ Creative Thinking through Inquiry-Based Learning Integrating Mathematical Tools

Employing ANDI Learning Model in Culinary Arts Course: How Does It Contribute to Emulation Ability and Studentsr Creativity?

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