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This book examines the evidence-based interventions that can be
used to promote creative thinking skills for children and
adolescents in schools. It begins by explaining the theoretical
basis of these training programmes, before presenting a coherent
framework for the application of creativity theory in education.
The authors describe and analyse programmes that have drawn on this
framework, before offering an overview of the results of
experimental studies which have validated the authors' approach.
This book provides practical guidance on how the programmes can be
applied in the classroom and discusses potential future directions
for research and practice for increasing children's creativity.
This book will be a valuable resource for teachers and teacher
trainers, as well as to researchers in the psychology of
creativity, education, and educational psychology.
The society we live in "requires" creativity and such a request
comes from many different fields. Even though a growing body of
research stressed the importance of fostering children's
creativity, few attention is paid to investigate children's
conceptions about creativity, that is, implicit theories. The main
purpose of this work is to investigate children's creativity
focusing on specific mental mechanisms involved in the creative
process in order to catch any developmental changes and in order to
explore the role of implicit theories. The book starts from a
review of several contributions about implicit theories of
creativity. The research is then described according to defined
steps as follows: the definition and the application of an
instrument to evaluate the restructuring act, a core mechanism of
the creative process; the application of the instrument together
with other tests to measure how children express their creativity
and how they consider the creative people. Main evidences of the
study are discussed and the conclusive section of the book arises
important educational and methodological questions.
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