Creative Development Of Students Research Articles

Social Facebook With Big Six Approaches for Improved Students' Learning Performance and Behavior: A Case Study of a Project Innovation and Implementation Course.

In Taiwan, classroom lectures are gradually shifting from traditional to diverse digital learning environments through social network websites. Facebook is being used to provide a space for sharing and discussing learning materials and knowledge for teachers and students. In this paper, we focus on the effects of applying Big Six approaches to Facebook on students’ learning performance and behavior in a project innovation and implementation course. The participants were 72 first-year students in a college located in north Taiwan. The experimental participants who took the course were divided into two classes: the experimental group and the control group. While the experimental group used Facebook combined with Big Six approaches, the control group used traditional classroom tools combined with Big Six approaches. The experimental results show that the learning performance and creativity development of students from the experimental group are enhanced after using Facebook with Big Six approaches indicating a great social interaction and discussion cycle. On the other hand, students from the control group were only guided by the teacher. Owing to the lack of interactions between the Internet and the social learning community, there is no obvious enhancement in students’ learning performance and creativity. In addition, we found that the teacher practiced the tips for guiding experimental students to solve the encountered problem, and then the students replied to the classmate’s questions.

Promoting a mixed-design model of scientific creativity through digital storytelling\u2014the CCQ model for creativity

BackgroundThis study presents the development of three research tools of scientific creativity. Our aim is to evaluate the development of student creativity while students write digital stories. Three models are linked to create a new model, called Creative, Cognitive, Qualitative Model for Creativity (CCQ tool). Our research tool examines how creativity can be standardized, first by researchers’ views and then by teachers and students’ creative products. The first tool is based on two existing tools; the Scientific Creativity Structure Model (SCSM) and the TTCT Figural Subscales, and on new characteristics, the effective learning environments, as we have developed them in the CREATIONS Program. We have tried to expand this tool by combining its key elements to the theoretical framework of creativity, as we have approached it in the CREATIONS and the STORIES Programs. The second tool “Students’ Creativity Evaluation Model” is a new tool that derives from empirical data and Grounded Theory methods. It examines the expected, original, and innovative ways of students’ thinking. The third tool “Experts’ Creativity Evaluation Model” allows us to examine the role of experts thinking on writing a story. It aims at tracking experts’ model of thinking and is viewed in comparison to the students’ creative model of thinking. We create a qualitative tool as we believe that a qualitative method delves deeper into students’ internal mechanisms of creativity.ResultsTwelve students’ stories from classrooms of different countries which participate to STORIES Program are analyzed indicatively by two independent researchers. The results seem to indicate that digital storytelling increases scientific creativity among students.ConclusionsThe main difference between expert and students’ approaches is that experts’ stories follow an up to bottom approach, while it is the opposite for students’ creative process. It has to be mentioned that almost all of the stories combined science with creative thinking. Students transformed their personal values into stories; therefore, this creative procedure was influenced by social, cultural, and ethnographical characteristics. The contribution of our research is that it offers a research tool that not only measures creativity but also studies the cognitive mechanisms involved in creative thinking.

Metodologias Ativas e Participativas: uma análise da produção do UNIFACIG no Fórum STHEM-BRASIL

O artigo possui como temática central as diferentes metodologias participativas de aprendizagem, fundamentadas na Taxionomia Revisada de Bloom, aplicadas em diferentes cursos do Centro Universitário UNIFACIG. A justificativa para a utilização da Taxionomia como suporte teórico centra-se no ponto do desenvolvimento reflexivo, crítico e criativo dos discentes. O objetivo do estudo centra-se em apresentar uma revisão sistemática dos trabalhados publicados sobre metodologia ativa desenvolvidos no UNIFACIG, buscando verificar a contribuição da temática ao desenvolvimento de um profissional crítico, reflexivo, colaborativo e com capacidade de aplicar o conteúdo aprendido e, também, o estado da arte em que a temática se encontra aplicada como estratégia didática nos diferentes cursos. Como desenho metodológico, optou-se por uma revisão sistemática dos estudos publicados nos diferentes Fóruns realizados pelo Consórcio Sthem-Brasil totalizando 21 artigos. Frente às análises realizadas nos diversos trabalhos da Instituição, percebe-se que a aplicação das metodologias ativas no processo ensino e aprendizagem são aspectos preponderantes de um melhor desenvolvimento dos conteúdos. Seja utilizando de práticas simuladas ou experiências reais a comunicação, a interação entre os participantes, a inquietação e o envolvimento são partes intrínsecas do processo, o que conduz a uma aprendizagem mais significativa e duradoura. Percebe-se que o resultado almejado foi alcançado, pois, de uma forma geral, os estudos apontam resultados extremamente positivos: uma formação universitária mais crítica, reflexiva e instigante com discentes mais colaborativos e criativos e, principalmente, com consciência social e responsável.

PSYCHOLOGICAL FEATURES OF DEVELOPMENT OF CREATIVE ABILITIES BY MEANS OF NEW INFORMATION TECHNOLOGIES OF TEACHING IN YOUTH

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

Management of Thematic Learning in Fostering Student Creativity in Early Children Education in Garut District

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.

Педагогічні умови особистісно-креативного розвитку молодших школярів у процесі навчання музики

Pedagogical conditions for the personal-creative development of elementary school pupils in the process of teaching music. The purpose of the article is to isolate andsubstantiate the pedagogical conditions that ensure the effectiveness of personal-creative development of elementary school pupils in the process of learning music. The theoretical (analysis, synthesis, generalization of scientific and pedagogical sources)and empirical (pedagogical observation) methods of research were used to reveal the topic. The article deals with the issues of personal-creative development of elementary school pupils as a component of their personal development, which is carried out during musical creative activity. The author’s understanding of the personal-creative development of the elementary school pupils is presented in the context of determining the creativity of the elementary school pupils. The author summarizes the understanding of creativity in the context of music education, highlights the main aspects of this concept in scientific research of recent years. The category of communication regarding the musical creativity of elementary school pupils in the process of teaching music, which includes verbal and non-verbal communication, application of collective and group forms of work, has been modified. The peculiarities of the elementary school age, which create psychological preconditions for artistic-creative, in particular, musical creative activity of children and the effectiveness of their personal-creative development are considered. On the basis of the analysis of scientific literature the author generalized understanding of pedagogical conditions in research works on creative development of students. The concept of creative interaction as a key in defining the pedagogical conditions of creative activity in the learning process is covered. It is determined that creative interaction is based on the principles of personal approach and individualization. It has been found that developing a music-creative environment is a complex, capacious concept. A number of additional conditions must be implemented in order to create it. The pedagogical conditions of the personal-creative development of elementary school pupils, which ensure its effectiveness in the process of teaching music are substantiated.

Preparation to Brazilian Astronomical Olympiad on a public middle school

AbstractThis investigation was derived from the observation and teaching process carried out in elementary classes at the Brigadeiro Eduardo Gomes Municipal Middle School (Natal, Brazil) at the end of 2019. The sciences classes taught were the following: the development of astronomy and astronautics from antiquity to the modern era and, introduction to stellar evolution. The goal was to focus on preparing for the Brazilian Astronomical Olympics (OBA) for students in these classes. The results, both quantitative and qualitative, were quite satisfactory. Taking into account the region’s socio-economic vulnerability profile. In this context, the study of Astronomy in the classroom in search of creating new mechanisms to improve pedagogical activities encourages the critical and creative development of students, showing that they have the potential and want to make use of it.

ТВОРЧИЙ ПОТЕНЦІАЛ ЯК ЕЛЕМЕНТ КОНКУРЕНТОСПРОМОЖНОСТІ МАЙБУТНЬОГО ФАХІВЦЯ

The training of specialists for the service sector is aimed exclusively at the training of qualified professionals, competent, flexible and mobile, with the creative approach to solving the problem prevailing over other means. The current state of affairs in the sphere of hotel and restaurant business and tourism demands from the society as a whole and educational establishments, in particular the formation of a person who has creativity, craving for the search for extraordinary variants of the way out of the situation with the smallest losses, sufficient level of intellectual development, behavioral flexibility, rationalism and autonomy, which is extremely necessary in the actual harsh conditions of doing business in principle. The terms of work in the sphere of hotel and restaurant business and tourism are filled with a huge number of crisis, stressful situations, which require from the employees of lightning-fast acceptance of flexible decisions with non-standard formulation. Today it is impossible to surprise an employer and get an ordinary job with the ability to solve trivial, standard tasks. On this basis, the issue of training staff in educational institutions that would have sufficient creative potential, able to intensify creative thinking and quickly find opportunities to solve problems is very acute. The author of the article notes that in the education system more attention should be paid to the development of creative thinking and creative approach of students especially those who will work in the service sector. The author stresses that the development of creativity in students is very important and must be engaged into the modern world, he believes that active creative thinking is inherent in each. But socium, the influence of the environment where people study or work, as well as the system of prohibitions from the younger years block the growth and development of this parameter.

Effect of creativity training on teaching for creativity for nursing faculty in Taiwan: A quasi-experimental study

BackgroundCreativity and innovation are considered important core competencies in Taiwan for nursing students. Teachers play a critical role in the development of student creativity. Although studies have investigated creativity training, there is no consensus on how best to evaluate the effectiveness of the training. ObjectiveTo evaluate whether a teaching for creativity module (TCM) can enhance teaching behaviors and self-efficacy of teaching creativity for capstone course nursing faculty. The TCM intervention was taught in two stages by experts in diverse areas of industrial design. A 2-day teaching creativity workshop was followed by reinforcement of creativity skills in the classroom with nursing and design faculties teaching side-by-side for 6 h of the 18-week capstone course. DesignThis quasi-experimental study employed a pretest-posttest design to compare an intervention and control group. Participants and settingCapstone course nursing faculties were recruited from five science and technology universities in Taiwan. ResultsForty-two capstone faculty members participated; 21 completed the TCM intervention and 21 were in the control group. Analysis of covariance (ANCOVA) demonstrated the TCM intervention group had significantly better post-test mean scores for creative teaching behaviors and self-efficacy of teaching creativity than the control group. Our findings suggest participation in a creativity workshop and reinforcement of teaching skills with classroom interdisciplinary teacher training can augment teaching for creativity of nursing faculty. ConclusionThe findings of this study indicate that an intervention program in creativity can increase teaching behaviors as well as perceptions of self-efficacy regarding teaching for creativity, which could foster student creativity. These findings have important implications for educational settings, as they suggest that the workshop and reinforcement of learning with hands-on guidance in creativity with interdisciplinary teaching should be integrated into the curriculum, which could facilitate student creativity by increasing teaching behaviors and improving self-confidence regarding teaching creativity.

Просвітницька спрямованість вокальної підготовки майбутнього вчителя музичного мистецтва

The article presents modern scientific approaches and principles of forming a creative personality of the future teacher of music. On the basis of the systematic analysis ofacademic literature, it is determined that the main feature of a creative personality is the individual psychological peculiarities that correspond to the requirements of creative process and its successful implementation. Therefore, the leading task for higher pedagogical educational institutions is the formation of the students’ professional competencies, which manifest themselves in their ability to think originally, express their thoughts, and find extraordinary solutions in difficult situations. In this connection, it is noted that the development of a creative individuality is a systematic quality that integrates various components of its functioning in musical and pedagogical activities. It is based on existential, humane, aesthetic, and cultural scientific approaches, since it lies precisely in the aspects of the identified phenomenon that they influence the dynamics of its development in the process of professional education. Formation of a creative personality of the future teacher of music should also presuppose the principles of cultural and musical orientation of the educational process in the piano class; ensuring continuity of artistic and creative development of students during studying; stimulating their own artistic and creative activity and autonomy, unity of potential and relevant in the development of creative individuality of students. Organized in this way, learning becomes a process of self-determination, free self-realization and continuous self-development of the student, manifested in various forms of their work. It is emphasized that the abovementioned learning process should be based on Ukrainian national artistic heritage, the theoretical foundations of Ukrainian pedagogy, as well as studying the experience of past generations of artists.

Сучасні напрямки формування творчої індивідуальності майбутнього педагога-музиканта в умовах фортепіанного навчання

The article presents modern scientific approaches and principles of forming a creative personality of the future teacher of music. On the basis of the systematic analysis ofacademic literature, it is determined that the main feature of a creative personality is the individual psychological peculiarities that correspond to the requirements of creative process and its successful implementation. Therefore, the leading task for higher pedagogical educational institutions is the formation of the students’ professional competencies, which manifest themselves in their ability to think originally, express their thoughts, and find extraordinary solutions in difficult situations. In this connection, it is noted that the development of a creative individuality is a systematic quality that integrates various components of its functioning in musical and pedagogical activities. It is based on existential, humane, aesthetic, and cultural scientific approaches, since it lies precisely in the aspects of the identified phenomenon that they influence the dynamics of its development in the process of professional education. Formation of a creative personality of the future teacher of music should also presuppose the principles of cultural and musical orientation of the educational process in the piano class; ensuring continuity of artistic and creative development of students during studying; stimulating their own artistic and creative activity and autonomy, unity of potential and relevant in the development of creative individuality of students. Organized in this way, learning becomes a process of self-determination, free self-realization and continuous self-development of the student, manifested in various forms of their work. It is emphasized that the abovementioned learning process should be based on Ukrainian national artistic heritage, the theoretical foundations of Ukrainian pedagogy, as well as studying the experience of past generations of artists.

Is There a Link Between Creativity and Multiculturalism in Education?

This paper presents a few initiatives of developing Electronics engineering students’ creativity and the achieved outcomes. After implementing these initiatives, a student group including students of different nationalities, distinguished themselves by their outstanding achievements in comparison with other three groups of students of identical nationalities. This paper emphasizes some aspects of intercultural cooperation and proposes the hypothesis of this cooperation as the driving force behind the development of student creativity.

La educación en tiempos líquidos: esbozos a partir de las disertaciones de Ken Robinson

This article develops some ideas from the presentation of the most important dissertations by educator Ken Robinson, who has been one of the references for the re-foundation of educational systems in the 21st century. Both dissertations were presented in the TED Talk program: the first focused on the impact that the traditional school system has caused with respect to the development of creativity in students, and that is necessary as a capacity to solve real problems in times of uncertainty. The second focused on questioning the public policies of countries that have designed reforms with unsatisfactory results. Rather, they have reproduced mechanisms performed by students and teachers as part of the routine. Robinson reflects on this issue and explains that the authorities and politicians have not taken into account three fundamental principles that ensure human prosperity: 1) the students are diverse, 2) the engine of educational success is curiosity as natural learning in human beings, and 3) the responsibility for any change or reform in education should be delegated to the school community and not to government agencies.

Effective Means of Reading Control for Improving Innovative Competence of Future Mining Engineers

The current level of development of the mining industry requires the use of innovations in the practice of higher mining education based on the achievements of psychology and pedagogy which allow to achieve optimal results in training mining engineers. Foreign language proficiency is an important component of the professional competence of any specialist. To study the communicative abilities of students, it is necessary to search for new learning technologies in the activation of speech activity. The use of innovative technologies in the process of learning to control foreign language reading is a necessary condition for the intellectual and creative development of students – their innovative competence, which is aimed at the formation of professional knowledge and skills for the most effective achievement of innovative goals of their professional activities. The authors share practical and theoretical experience as well as innovative ideas for the construction and successful application of faceted tests that can help overcome the difficulties taking place in decoding text information.

EMPIRICAL STUDY OF CREATIVITY DEVELOPMENT IN STUDENTS WITH HIA

The article highlights the results of theoretical and empirical research on the problem of creativity development in students with special educational needs on the basis of application in educational and extracurricular activities. Involvement of students in a university should include all the main fields of activity: educational, extracurricular and research. The main methods of this involvement are seen as business games, situational tasks, trainings and creative techniques, such as «six hats of thinking», «W. Disney technique», method of brainstorming, the use of mental maps and clusters in solving problem situations. All of these techniques are based on making life experience of students with disabilities relevant and involve the solution of professional problems of the student. It is also noted that in modern inclusive and special education different, classical and innovative technologies of working with children, adolescents, young people and adults with HIA are needed, synthetic and flexible approaches are needed in educational, correctional, other types of activity of students and with students with disabilities. We associate the prospects of our research with the study of the entire complex of «vital»and hindering the development of the personality of the trainee with HIA and without HIA conditions, including the conditions for education in the median-saturated environment of inclusive and special secondary and higher, development-oriented different creative abilities and levels of creativity, education.

BASIS FOR DESIGN OF THE FUNCTIONAL MODEL OF RESEARCH TRAINING OF TECHNICAL UNIVERSITY STUDENTS

Summary: the relevance of the problem under study is conditioned by the current discrepancy between the society demand for competent engineering staff prepared for research activities and poor development of the theoretical and methodical basis of students’ research training. Peculiarities of engineering activities, integration of a competence approach into engineering education, adoption of educational and occupational standards result in a brand new approach to students’ training and bring about a need for a teaching model targeted at preparing graduates for research activities. The aim of the article is to settle the problem of developing and implementing the functional model of students’ research training in the context of competence-oriented engineering education that would define the content of innovative didactics and allow to reach the goals set in engineering education. This paper arranges, singles out, and develops current approaches to solving the problem of research training of technical university students that contribute to the development of a methodological framework of this preparation as a functional model. Empiric methods (polling, observation, interviews, testing, self-assessment, document review, study of deliverables, educational design) enabled analysis of the maturity level of research competence of first-year students and graduates before the start of the experiment, after each stage of the experiment and at the end of the experiment. 1,520 persons were engaged, including 1,390 students and 130 teachers.The educational experiment was targeted at evaluating functional model performance by identifying changes in the maturity level of the students’ research competence. Results have been verified by way of a statistical analysis-based check using mathematical statistics criteria. The research training functional model elaborated and implemented enables full-fledged fulfillment of the requirements of educational and occupational standards, fosters the creative development of students, their research capabilities and functional research skills as universal ways of interaction with the outside world. Article materials may be of use to the teaching staff of engineering universities, specialists in teaching, theory and methods of occupational education and extended education system.

Penerapan Model Pembelajaran Langsung Untuk Meningkatkan Kreativitas Anak Sekolah Dasar

This research uses classroom action research with Kemmis & Taggart model. This research uses 4 stages including, planning, implementation of action, observation and reflection. Research conducted in SDN Randegansari Driyorejo District Gresik Regency aims to determine the development of student creativity in decorative motif material. The data of teacher and student activity is obtained through observation. The results showed that the implementation of dye binding technique on ornamental motif material can improve the creativity of students with the average about 65,5 or 45,5% in cycle I, 68,7 0r 87,09% in cycle II, and 80,6 or 93,5% in cycle III.. The results of this study indicate that creativity can be improved by implementing dye binding techniques so that students' creative attitude in the learning process can develop and student creativity increases.

К проблеме профессиональной подготовки социальных работников в рамках высшего образования

The issue of training of social workers in higher education is considered. The relevance of the research is caused by changes of socio-economic and technological nature, taking place in modern society, implying the training of specialists of higher level: “multi-functional,” meeting international standards of training professionals to implement certain urgent tasks. Professionalization refers to the process of improving a person’s knowledge, skills and abilities in the context of an activity that involves the presence of a certain subject represented in the culture of a given society, and ways of working with it. The authors rely on the indicators of the level of professional training offered by Yu. P. Povarenkov: professional effectiveness, professional identity and professional maturity. The novelty of the research lies in destinguishing three levels of “co-existence essence” of professional training of social professionals: adaptive-orientational, subject-effective and innovative-creative. The authors dwell on the position, according to which the student evolves as a subject of activity only in certain educational conditions: motivating environment of the educational institution as a factor contributing to the active development of new knowledge, skills and abilities; well-organized training and education aimed at increasing the effectiveness of students and teachers; tracking the dynamics of creative development of students, their improvement in personal and professional relationships.

An Arts-Based Instructional Model for Student Creativity in Engineering Design

Over the past twenty years, nearly all job growth in the United States has emerged from new companies and organizations with assumedly innovative products, services, and practices. Yet, the nurturing of student creative thinking and problem solving is infrequent in engineering education. Inherent to developing these creativity skills and attributes is the need to be exposed to difference — in people and environment. Engineering education rarely offers such opportunities. Additionally, engineering students are rarely presented opportunities to develop designs responding to real human problems. This paper puts forth a new instructional model to address these needs by utilizing arts processes and practices as catalysts for both creativity development in students and transdisciplinary collaboration on problems addressing deep human needs. This model is premised on the substantiated role of the arts in developing creativity and growing understanding of the human condition.
 This art-based instructional model was piloted as exploratory pedagogical research during the summers of 2015 and 2016 as a partnership between the Arts Nexus (IAN) and the School of Engineering at the University of Dayton. In each year, this program supported twelve student interns from engineering, business, science, the arts, and the humanities to develop innovative technologies and services meeting client needs. Student growth in creative problem-solving and transdisciplinary collaboration, as well as the success of the completed innovation technology prototype were assessed by the project mentors and participating students via survey evaluations and narrative responses. The assessment results revealed substantial student growth in student creativity and transdisciplinary collaboration and a remarkably strong evaluation of the success of the students’ innovations. Also realized for all students was a transformation in their perception of their place in the world as professionals post-graduation.

Music and Development of Creative Personality Within Higher Education Environment. Aesthetic and Semiotic Approach

The article presents the results of the study confirming effectiveness of psychological support of creative personality development by means of music from the perspective of a new aesthetic-semiotic approach. The author proves that musical education determines development of creative personality. In addition to the above music is understood as a complex psychosemantic text, polysemantic and with a lot of different meanings. The study is centered around the use of classical music masterpieces performed "live" in psychological work. Basing on the analysis of researches the author developed a psychological mechanism for creative personality development by means of music, consisting of a system of interrelated conditions. The author describes types, methods, techniques aimed to develop musical creative personality with due account for specifics of modern educational environment of the university, based on the presented psychological mechanism. In the course of ascertaining experiment the following tasks were solved: 1) determine the level of musical and creative development of students from experimental and control groups; 2) identify characteristics of musical and creative development of University students. Results of the formative experiment showed that the implementation of a special educational program in the educational process significantly accelerates development of musicality and creativity of an individual and strengthens internal relationship of those characteristics (p-0. 01). A distinctive feature of the musical and semantic model of psychological support of creative personality development by means of music is that it can be applied at any stage of education in any educational institution.