Article

THEORETICAL AND METHODOLOGICAL CREATIVITY FORMATION ASPECTS OF TECHNOLOGIC EDUCATED FUTURE BACHELORS AT UNIVERSITY

May 2013
Sovremennye Issledovaniya Sotsialnykh Problem

DOI:10.12731/2218-7405-2013-5-18

License
CC BY-NC-ND

Authors:

This article is devoted to the theoretical and methodological creativity formation aspects of technologic educated future bachelors at university. The criteria for the creativity formation of technologic educated future bachelors at university authors propose to consider the motivation for creativity, knowledge in the field of special events and divergence (originality and flexibility) thinking. Purpose: To review the theoretical and methodological creativity formation aspects of technologic educated future bachelors at university. Methodology: activity and learner-centered approaches Results: The study raised the educational environment conducive to the formation of creativity, such as subject-subject relations between teacher and students, the actualization of the students life experience and the use of problem-based learning, and describes how to implement them in university educational process. Method efficiency is confirmed by the results of experimental work made by the authors. Practical implications: training of technologic educated future bachelors at university.

ResearchGate has not been able to resolve any citations for this publication.

ResearchGate has not been able to resolve any references for this publication.

Article

Creativity, Originality, and Appropriateness: What do Explicit Instructions Tell Us About Their Rela...

June 2005 · The Journal of Creative Behavior

Originality is a necessary part of creativity, but creative things are more than just original. They also solve a problem, or more generally are somehow fitting or appropriate. Yet previous research found an inverse relationship between ratings of originality and ratings of appropriateness. The present investigation employed a different methodology — it focused on the generation of ideas instead ... [Show full abstract] of judgments about them — to reexamine the relationships between originality, appropriateness, and creativity. Undergraduate students (N = 170) from two large universities received either realistic or unrealistic divergent thinking tasks. These were given with one of four types of instructions. These asked them to give (a) as many ideas as possible (which is the standard type of instruction for these kinds of tests), (b) only original ideas, (c) only appropriate ideas, or (d) only creative ideas. Brief definitions of originality, appropriateness, or creativity were also provided. Comparisons of the four groups indicated that there were significant differences between the different kinds of tasks, with the realistic set eliciting more appropriate ideas than the unrealistic, but the unrealistic tasks eliciting more original and varied (flexible) ideas. There was an interaction indicating that the magnitude of the impact of the instructions varied across tasks. Correlational analyses indicated that the correlation between the originality and appropriateness scores was the lowest among all possible inter-index relationships (only 7% shared variance). Future research and practical implications are explored.

Last Updated: 22 Oct 2024