creative thinking in education pdf

Creative Thinking Abilities: Measures for Various Domains

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• Eunsook Hong 4  

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Although creativity and creative thinking have been mentioned in schools as part of an identification process of gifted and talented students, they have been largely neglected in the mainstream education scene. The measurement issue is one of the reasons for neglect in the development of creative talent, along with the high-stakes testing environment of recent years which has narrowed the curriculum to exclude the teaching and assessment of creativity. In this chapter, the need for measures of creative potential will be discussed by describing macro components that are foundations for realizing creative potential along with the need for developing quality measures of creative potential. Clarifying definitions of creativity and creative thinking are offered, as an informative definition for any psychological construct is a condition for developing quality measures. The chapter, then, focuses on the measures of creative-thinking ability, distinguishing domain generality and domain specificity of creative-thinking ability. As most of the creative-thinking measures have been domain-general, the chapter briefly describes the domain-general measures, followed by an in-depth description of domain-specific measures, especially C reative Real Life Problem Solving measures (e.g., Creative Real Life Problem Solving: Thinking and Imagination, Las Vegas, NV), with a hope that the measures of creative potential discussed will enable researchers and practitioners helping individuals learn to be more creative.

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Hong, E. (2014). Creative Thinking Abilities: Measures for Various Domains. In: O'Neil, H., Perez, R., Baker, E. (eds) Teaching and Measuring Cognitive Readiness. Springer, Boston, MA. https://doi.org/10.1007/978-1-4614-7579-8_11

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Creativity and critical thinking are key skills for complex, globalised and increasingly digitalised economies and societies. While teachers and education policy makers consider creativity and critical thinking as important learning goals, it is still unclear to many what it means to develop these skills in a school setting. To make it more visible and tangible to practitioners, the OECD worked with networks of schools and teachers in 11 countries to develop and trial a set of pedagogical resources that exemplify what it means to teach, learn and make progress in creativity and critical thinking in primary and secondary education. Through a portfolio of rubrics and examples of lesson plans, teachers in the field gave feedback, implemented the proposed teaching strategies and documented their work. Instruments to monitor the effectiveness of the intervention in a validation study were also developed and tested, supplementing the insights on the effects of the intervention in the field provided by the team co-ordinators.

What are the key elements of creativity and critical thinking? What pedagogical strategies and approaches can teachers adopt to foster them? How can school leaders support teachers' professional learning? To what extent did teachers participating in the project change their teaching methods? How can we know whether it works and for whom? These are some of the questions addressed in this book, which reports on the outputs and lessons of this international project.

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Creative Thinking: Definition and Structure

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Handbook of Research on Creative Problem-Solving Skill Development in Higher Education

Susan Keller-Mathers

The Torrance Incubation Model (TIM) provides a simple and highly effective mechanism for integrating creativity into the teaching of any subject. The model provides guidelines for educators who wish to develop their students' creative skills, but struggle to find the space in the curriculum in which to teach creativity as a subject. The TIM allows creativity to be woven into lesson plans by deliberately incorporating one, or more, of the core creativity skills identified by Torrance. This chapter explains the TIM, and provides examples of how it was used to redesign lessons in a higher education class, in order to teach both the subject, and at the same time develop the students' creative capabilities.

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Journal of Islam in Asia <span style="font-size: 0.6em">(E-ISSN: 2289-8077)</span>

This paper aims at exploring, discussing and analyzing some major issues in teaching creative thinking skills (CTS) based on IIUM experience.[1] These issues are challenges encountering trainers and lectures in teaching (CTS), strategies to overcome these challenges, and future implications proposed to enhance the process. It is well recognized worldwide that Edward de Bono is a pioneer in designing tools for teaching creative thinking skills since late sixties last century. Therefore, his tools were adopted and incorporated in the syllabus. Tools include six thinking hats, CoRT lessons, and lateral thinking. As such the discussion will be mainly related to those tools. Descriptive, analytical and critical approaches will be used, based on the author’s experience in classroom teaching and training CTS settings that were conducted at IIUM for the last ten years. To put this experience in an academic setting, the views of those who wrote on the subject will be sought. Hopefully this s...

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A paper in a professional magazine about the development of the teaching of thinking skills.

Arthur Cropley

Discussions of problem-solving not infrequently neglect four processes that are at the core of “creative” problem-solving: finding problems, generating novelty, defining solutions, and recognizing solutions. Furthermore, the problem itself influences the likelihood of creative solutions: In particular, “overdefined” problems inhibit creativity. It is also possible to focus on the product, distinguishing for instance between “routine,” “original,” “elegant,” and “innovative” solutions. This involves specifying aspects of solutions that are favourable for creativity, such as diagnosis, redefinition, surprisingness, harmoniousness, and germinality. On the basis of these considerations, guidelines can be worked out for setting assignments in classroom teaching at all levels, and indicators identified that make it possible for teachers to assess in a consistent, understandable way the amount of creativity in students’ work, as well as to indicate areas of strength and weakness.

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