Razvoj kreativnosti kod učenika

The article is devoted to the theoretical study of the main views on the idea of creativity of psychology students. The relevance indicates the importance of systematization of existing approaches to the study of creativity of students of psychological specialties and the development of recommendations for its development. Professionally important qualities of future psychologists are revealed, a special place among which is given to creativity. The main part of the article presents a traditional definition of the concept of “creativity”, which is understood as a general ability based on the interaction of all aspects of general intelligence, the ability to productive thinking and personal characteristics. Features of the development of creativity in the student environment are presented. Particular attention is paid to the specifics of creativity in psychology students based on the analysis of modern domestic and foreign studies. Thus, the prevalence of medium and low levels of creativity in psychology students is noted, which increase in the learning process. In the development of creative thinking and creativity in psychology students, an integrated approach should be used, including psychological and pedagogical technologies and methods of work in educational and extracurricular activities.

The paper examines some ideas about the concept, components, and conditions of pedagogical training and development of creativity in gymnasium school students. The pedagogical conditions of formation and development of creativity in students were detected based on the following theoretical concepts and praxiological: the structure and basic components of creativity; the functions of the school teacher - manager of the training process and leader of the class of students; the specifics of the development of gymnasium school pupils; clues solving tasks and problem situations; the results of the ascertainment experiment; creativity and the specifics of the educational discipline; the value of supportive learning attitude energy of the activity of training and development of creativity in pupils.

The article summarizes findings of the research conducted by the Ministry of Education and Science of the Republic of Kazakhstan, «Developing Creativity & Creative Abilities in Students as a Factor of Increasing the Kazakhstan’s Intellectual Capacity». The aim of the research is to design models for creativity development in students, including on the basis of Art Teaching, the development and testing of Art Technologyin the course of teaching students. In the article the following models are given: (1) creativity development in students, (2) synthesis of Art Technology and Psychodrama in playing complex human situations through Puppet Therapy. The model of creativity development in students includes 7 blocks – public order, target, methodological, informative, diagnostic, instrumental, and effective one. It it focused on the following areas (1) use of innovative teaching methods, (2) use of Art Technology for capacity building in students, (3) technology of Puppet Therapy&Psychodrama synthesis. A model of Art Technology&Psychodrama synthesis is proposed by means of shared goals, objectives, principles, functions, and content. The technology of staging complex life situations through Puppet Therapy is described in a step-by-step manner. The first stage is about warming-up: the removal of blocks, exercises in teaching artistry, group ice breaking. The second stage is the core one. During it, the key issue is put at the center, making a doll from improvised material such as newspapers, magazines, role playing around the issue. The third stage is the final one. There occurs discussion and review of the role play. In conclusion section of the article, the use of this technology is reviewed, including evaluation of the technology by students. Key words: art pedagogy, creativity, pedagogical modeling, art therapy, puppet therapy.

Starting in 2019, the ongoing COVID-19 pandemic has lasted 3 years and will likely continue to affect the lives of people all over the world. According to a United Nations Educational, Scientific and Cultural Organization (UNESCO) survey, more than 91% of students from all over the world have been affected by the spread of COVID-19. The application of technological networks can help solve problems related to being unable to attend school in person, as online teaching can effectively help reduce learning loss in the short term. In Taiwan, the higher education system has been using online learning, but now faces a new and huge crisis, as some courses do not readily translate to this setting. In professional courses run by hospitality departments, it is essentially impossible to accurately convey the practical skills required, for example, aspects of color, aroma, and taste through online teaching. Moreover, the learning level of each student varies greatly. During the online teaching process, instructors teach professional skills and movements through a single teaching video, which may not meet the needs of all students. In response, this study explores using the flipped teaching method, to not only enable students to master and control their learning and effectively adjust their self- adaptive learning progress but also to help teachers solve problems and impart professional skills using a two-way, interactive, online teaching method. This approach, flipping a class in an online learning environment, could effectively make up for the one-way teaching sometimes created by video content, and address the problem of gaps in learning professional practical skills. It can also induce students with poor learning attitudes to actively participate in learning. This study involved 55 bachelor students from a university of science and technology in Taiwan. The research results are as follows: (1) Students who participated in the flipped teaching mode, which involved two-way interaction showed better professional understanding of the course and improved willingness to learn, thereby improving the learning effect. (2) Awareness of these poor practical catering professional skills in students, assisted in laying the professional foundation for students to gradually improve their learning attitude and their advanced skills. This indicates that students with poor academic performance in an online environment might benefit from two-way interactive teaching. Teachers should clarify detailed descriptions of professional practical actions that confuse students. (3) In flipped learning, the grouping of “game/toy-based e-learning” can not only improve the performance of students who actively study to achieve good grades but also help and motivate other students to learn together. These results indicate that in flipped classrooms that use an online learning environment, the active learning and learning attitudes of students were positive and that their interest in learning and learning efficiency was also significantly improved. At the same time, this approach stimulated the innovation, creativity, and creative development of students in using professional technology in the hospitality industry. It transformed the passive learning situation of online one-way teaching into an active two-way teaching environment.

This paper examines theoretical approaches to the study of the problem of the development of creative abilities in adolescence. The article clarifies the content of the concept of "creativity", investigates the influence of the psychological concept of problem learning on the development of creativity in students, presents the results of empirical research, considers the possibility of using new information technology training to develop creative abilities. To study the manifestations of creativity in problematic learning, students were offered problematic situations in psychological disciplines, a test of creativity Torrens. According to the results of empirical research, it was determined that only a small number of investigated problems of creativity were fixed in solving problematic problems. In the formation of creativity, an important role is played by the use of modern information technologies of education, taking into account the psychological principles of problematic learning, which develops students' cognitive independence and creative approach to business. The paper shows that the percentage of creativity has increased significantly, traditional education is not able to contribute to the development of students 'creative abilities, the use of the psychological concept of problematic learning contributes to the development of creative abilities and increase the efficiency of students' learning activities. These changes in the educational process contribute to the formation of a creative, active specialist who is able to independently acquire knowledge, improve their skills, creatively manage their activities. Key words: creativity, creativity, youth, problem learning, modern information technology training. Accepted : 30.11.201 9 Reviewed : 04.12.2019 Published : 19.12.2019 DOI: http://doi.org/10.31108/3.2019.3.4.1 * * * * * Download/read PDF

In modern conditions of rapid change, creativity is gaining special importance as a key factor of success in various fields. The higher education system must meet these challenges, helping students not only master professional knowledge, but also develop creative thinking, the ability to solve problems in a non-standard way and generate innovative ideas. Cultivating creativity in the process of studying in universities is becoming extremely important, because employers today expect young specialists not only to have professional competence, but also flexibility, adaptability and the ability to innovate. The purpose of the study is to study the features of the formation of creativity in higher education students and to determine the exercises that are most common in the educational process. The following methods were used in the study: analysis, generalization, systematization, questionnaire. It is determined that the development of creativity contributes to the development of initiative, the formation of one's own views and beliefs, as well as the upbringing of a sense of responsibility, which are extremely necessary among the qualities for a future specialist. The stages of the process of developing professional skills and creative abilities in students during their studies at the university are as follows: reproductive, reproductive-creative, creative-reproductive, creative. Different approaches to the conditions for the formation of creativity in students of higher education are characterized. Conditions are determined by the following groups: abilities and inclinations as a complex of socio-psychological and physiological qualities of the individual that make it suitable for a certain creative activity; a combination of opposite psychological qualities, the individual dynamics of their manifestation; optimal organizational conditions that contribute to creative productivity. Also, the conditions are determined in accordance with the participants in the educational process, which include the training of teachers, the active involvement of students in participating in creative projects and the modeling of educational situations using behavioral, cognitive and value criteria. Interactive technologies that will contribute to the development of creativity in students by groups are analyzed: cooperative learning, collective-group learning, situational modeling technologies. The results of a survey of students of a higher education institution on the exercises that are most often used by teachers in the educational process to form creativity are presented.

In the Business Administration study program, the development of student creativity is often limited to theory, without providing enough space to practice directly making creative products. This causes the development of student creativity which is actually very important in the business world to be less than optimal. To overcome this problem, this activity aims to improve the creativity of 4th semester Business Administration students who take the creativity and innovation course through practical learning of making hair clips from wire feathers. The method of this activity includes the stages of planning, implementing activities, evaluation, and documentation. The results of this activity show a significant increase in creativity, technical skills, and entrepreneurial spirit of students. The output of the activity is a hair clip made by students from wire feathers, which has economic and aesthetic value. This activity has succeeded in providing a useful experience that improves students' abilities in creativity and entrepreneurship and fosters a desire to become entrepreneurs sustainably.

In the Business Administration study program, the development of student creativity is often limited to theory, without providing enough space to practice directly making creative products. This causes the development of student creativity which is actually very important in the business world to be less than optimal. To overcome this problem, this activity aims to improve the creativity of 4th semester Business Administration students who take the creativity and innovation course through practical learning of making hair clips from wire feathers. The method of this activity includes the stages of planning, implementing activities, evaluation, and documentation. The results of this activity show a significant increase in creativity, technical skills, and entrepreneurial spirit of students. The output of the activity is a hair clip made by students from wire feathers, which has economic and aesthetic value. This activity has succeeded in providing a useful experience that improves students' abilities in creativity and entrepreneurship and fosters a desire to become entrepreneurs sustainably.

In fact, early childhood education management in the field is still far from fulfilling the needs according to national education standards because basically the institution organizing PAUD service activities departs from a concern for early childhood education, therefore education carried out in PAUD units in the implementation of PAUD institutions experiences various obstacles. which can affect the continuity of educational activities, especially in the implementation of learning activities that become obstacles in the management of thematic learning in early childhood education units, including the lack of infrastructure, low qualifications and competence of educators, minimal finance, parents' understanding of early childhood education, efforts to improve learning outcomes. maximum systematically in education management including program planning, program implementation and program evaluation. This study aims to examine thematic learning management in fostering student creativity. In particular, this study aims to examine the planning, implementation, evaluation, problems, and solutions of learning in the development of student creativity. The research method used is descriptive qualitative method. This research was conducted using three data collection techniques regarding the results of research activities, namely interviews, observation and documentary studies. The theory underlying this research is George Robert Terry's theory, which is about POAC (Planning, organizing, actuating, and controlling). The results of research carried out on this occasion at the Prosperous Family Planning Institution and TK Plus Prima Insani Garut district have generally carried out thematic learning activities in fostering student creativity which refers to Permendikbud No. 137/2014 and Permendikbud No. 146/20014 by compiling planning, organizing, implementing and good control, in accordance with the prevailing regulations, both the management of its human resources and its facilities or infrastructure.

Based on the analysis of the world’s innovative scientific and methodological approaches, the article presents theoretical and methodological concepts of modeling the development of creativity in students of higher education institutions. The authors have developed and have been testing for several years a didactic model for the development of creativity in future primary school teachers, which includes: an “incubation” stage, during which the students develop the ability to detect contradictions at the unconscious, partially conscious and reflective levels; the stage of stimulating potential creativity, when students learn to recognize minor elements of novelty, methodologically promising, productive differences in didactic material; the stage of designing collective professional methodological products for conducting lessons and extracurricular activities in primary school; the final stage, during which students, relying on their meta-professional instrumental competencies, the knowledge of innovative teaching technologies, use various digital platforms to perform individual creative projects. The article suggests some ways and means of developing creativity in future primary school teachers, as well as describes the psychological and pedagogical conditions for the development of creativity, capable of influencing the need–motivational and emotional spheres of the student's personality: the regular reinforcement of creative manifestations by the teacher, which consists in “centering” the student on the self–achieved result; providing students with freedom of choice in their pedagogical activity when demanding responsibility for it; the evaluation and promotion of creative initiative and high–quality work.KeywordsCreativityDidactic modelDevelopment environmentFuture teachers’

Fostering students’ creativity in learning is not effortless because the average learning activity is usually less challenging. Authentic problem-based learning is a learning model that is expected to foster students' creativity in education. This study aimed to examine expert and practitioner validation on authentic problem-based learning tasks prototype in promoting student creativity. The prototype product was displayed and simulated in virtual zoom and validated by 14 learning experts and 18 practitioners/teachers. The initial data were collected through self-evaluation using a questionnaire. The results showed that the use of real experiences as a learning stimulus could foster creative solutions, which are marked by the emergence of new, unusual ideas, imaginative ideas, new creations that have an impact on the development of student creativity.

This study aims to investigate the effectiveness of task-based learning methods integrated with Buddhist ethical narratives in enhancing elementary school students' creativity within the context of moral education. The research employed a mixed-methods approach using the Classroom Action Research (CAR) model developed by Kemmis and McTaggart. Data were collected through classroom observation, documentation of student work, and semi-structured interviews. Quantitative data were analyzed descriptively to measure improvements in creativity indicators, while qualitative data were examined thematically to identify narrative patterns and student responses. The results demonstrated a 41.5% increase in overall student creativity, with the highest improvement observed in the creative thinking indicator (55.1%), followed by discipline (37.8%) and active questioning (40.7%). The incorporation of ethical narratives from the Dhammapada, including the stories of Kisagotami Theri and Culapanthaka, proved to be an effective pedagogical tool for instilling moral values while simultaneously fostering creative thinking. This method also promoted active student engagement, critical reflection, and original expression in completing ethically focused tasks. The implications of this study suggest that a task-based learning approach, when integrated with moral narratives, can enhance both ethical instruction and creativity development in students. These findings are particularly relevant for the development of religious education curricula in primary schools and offer a foundation for teacher training programs aimed at designing more participatory and reflective learning experiences.

This study aimed to examine primary school teachers’ attitudes and self-efficacy towards using creative drama method in terms of certain variables. Relational screening model was used in the research and the sample was determined through convenient sampling. The study was conducted in the spring semester of the 2022-2023 academic year with the participation of 105 volunteer primary school teachers, 54 female and 51 male, working in primary schools affiliated to the Ministry of National Education in Artvin, Türkiye and its districts. In the study, personal information form, “Attitude Scale towards Creative Drama Course” and “Self-Efficacy Perception Scale for Using Creative Drama Method” were applied as data collection tools. The data were analyzed statistically by using SPSS 29.0 statistical package program. The descriptive analysis results on the level of primary school teachers’ self-efficacy towards using creative drama method and their attitudes towards creative drama method revealed that primary school teachers’ self-efficacy towards using creative drama method was high, while their attitudes towards creative drama method were at a medium level. Furthermore, there was a statistically weak and positive relationship between primary school teachers’ self-efficacy towards using creative drama method and their attitudes towards creative drama.

Creative Management Techniques and Methods as a Part of the Management Education: Analytical Study on Students’ Perceptions

Nowadays, more and more electronic devices are available on the market, which are increasingly accessible to the individual, and one of them is the indispensable device, the mobile (smart) phone, without which digital natives would nowadays find it very difficult to survive. The paper is divided into two parts, the theoretical and the research-based. In the theoretical part of the paper, the emphasis is on the impact of smartphones on the individual, and the research part of the paper presents the results of the research conducted on primary school and subject teachers (N=315) in the Republic of Croatia on the use and impact of smartphones on primary school teachers and subject teachers. The results of the research indicated that primary school and subject teachers have an intermediate level of digital competencies (60.3%). On average, respondents use their smartphone for work purposes for less than one hour a day (46.7%), and for private purposes, they use it for an average of 1 to 3 hours a day (a total of 56.5%). A total of 16.8% of respondents stated that they consider themselves smartphone addicts, and 28.9% of respondents believe that they need a digital detox. During the night, a total of 28.6% of respondents leave their smartphone on, and 3.5% of respondents are woken up by notifications on the smartphone during the night.