Journal of Creativity最新文献_第6页

Mindset and the desire for feedback during creative tasks 创造性任务中的心态和反馈欲望

Journal of Creativity Pub Date : 2023-04-01 DOI: 10.1016/j.yjoc.2023.100047

Kristy Doss , Lisa Bloom

{"title":"Mindset and the desire for feedback during creative tasks","authors":"Kristy Doss , Lisa Bloom","doi":"10.1016/j.yjoc.2023.100047","DOIUrl":"https://doi.org/10.1016/j.yjoc.2023.100047","url":null,"abstract":"<div><p>This mixed-methods research study sought to understand participant behaviors through a lens of mindset behaviors and to understand the accuracy of mindset self-assessments to actual performance during creative endeavors. During a makerspace period that took place for one hour over four days, sixty-two children were asked to create a product from a set of materials they were provided. They chose whether to work individually, with a partner, or in a small group. After each session, participants were asked whether they wanted feedback on their product. Researchers observed the participants while working in the makerspace for behaviors that were characteristic of a fixed or growth mindset, such as whether participants chose to receive feedback, whether they used feedback to improve their product, and how participants reacted to frustrations and failed attempts. Participants also received a mindset rating from instructors who worked with them over the course of the week on a Problem or Project-Based Learning experience. Scores were correlated with two mindset assessments participants completed at the beginning of the week, one adapted from Dweck (2006) and the MAP (Mindset Assessment Profile). The researcher scores of participants’ mindset and teacher scores of participants’ mindsets demonstrated a strong correlation. The two self-assessments used in the study did not show a strong correlation with performance as observed in the makerspace or in the classroom completing PBL-based classroom activities. Seven learning profiles emerged from the data based on participant attitudes (optimistic, approval-seeking, rule-breaking, perfectionistic) and behaviors (flexibility, playfulness, commitment to task). The mindset profiles may prove beneficial as educators develop activities to address mindsets in their classrooms, especially in the context of creative activities and projects.</p></div>","PeriodicalId":100769,"journal":{"name":"Journal of Creativity","volume":"33 1","pages":"Article 100047"},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50194494","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Broadening views of mathematical creativity: Inclusion of the undergraduate student perspective 拓宽数学创造力的视野：包含本科生视角

Journal of Creativity Pub Date : 2023-04-01 DOI: 10.1016/j.yjoc.2022.100036

Emily Cilli-Turner , V. Rani Satyam , Miloš Savić , Gail Tang , Houssein El Turkey , Gulden Karakok

{"title":"Broadening views of mathematical creativity: Inclusion of the undergraduate student perspective","authors":"Emily Cilli-Turner , V. Rani Satyam , Miloš Savić , Gail Tang , Houssein El Turkey , Gulden Karakok","doi":"10.1016/j.yjoc.2022.100036","DOIUrl":"https://doi.org/10.1016/j.yjoc.2022.100036","url":null,"abstract":"<div><p>Numerous conceptions of creativity exist in the literature; yet these are commonly based on the perspectives of professional mathematicians. Including students’ perspectives in creativity is crucial not only for a more robust picture of what it means to be creative but also to combat damaging dominant narratives about who can be creative. We examined calculus students’ views of mathematical creativity, a group not often considered in the creativity literature, to broaden future considerations of creativity. Interviews with N=55 calculus students across various institutions were conducted. Results show six emergent wide-ranging themes of these students' creativity views: actions and attitudes, application, different ways, originality, outside authority, and understanding. Of these six themes, understanding was striking due to a clear distinction between students who felt understanding was required first to be creative and students who felt creativity could lead to better understanding. Our themes provide insight into what may resonate for some students, which may serve as coding parameters in qualitative and quantitative studies for researchers conducting future work about mathematical creativity.</p></div>","PeriodicalId":100769,"journal":{"name":"Journal of Creativity","volume":"33 1","pages":"Article 100036"},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50195127","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Investigating the relation between curiosity and creativity 探究好奇心与创造力之间的关系

Journal of Creativity Pub Date : 2023-04-01 DOI: 10.1016/j.yjoc.2022.100038

Natalie S. Evans, Jamie J. Jirout

引用次数: 1

Perceived lack of control promotes creativity 缺乏控制感会促进创造力

Journal of Creativity Pub Date : 2023-04-01 DOI: 10.1016/j.yjoc.2022.100040

Claudio Mulatti, Barbara Treccani

引用次数: 2

Evidencing creativity in educational settings 在教育环境中展现创造力

Journal of Creativity Pub Date : 2023-04-01 DOI: 10.1016/j.yjoc.2023.100046

Jonathan Heard , Sladana Krstic , Sarah Richardson

{"title":"Evidencing creativity in educational settings","authors":"Jonathan Heard , Sladana Krstic , Sarah Richardson","doi":"10.1016/j.yjoc.2023.100046","DOIUrl":"https://doi.org/10.1016/j.yjoc.2023.100046","url":null,"abstract":"<div><p>There is increasing interest amongst educators in transversal domains such a creativity, including not only how students can be supported to develop these skills and attributes, but how their demonstration by students can be more formally recognised. In this context, a project undertaken by the Australian Council for Educational Research (ACER) and funded by the International Baccalaureate Organisation (IB) and Jacobs Foundation focused on how student creativity can be evidenced for the purpose of developing creativity-focused student transcripts for use in IB schools. In this paper, we outline the process undertaken to develop these transcripts as well as the resources necessary to theoretically underpin them and to facilitate their use. This included the development of a definition and conceptual framework for creativity, a ‘creativity thermometer’ self-assessment tool to enable students to ‘take the temperature’ of their creativity, and various other resources designed to assist IB teachers to understand how an intentional focus on creativity might lead to an environment that supports and enables creativity in classrooms. While empirical validation of this suite of resources is yet to be undertaken, the conceptual advances in this project contribute to an enhanced understanding of how support for creativity – and indeed, other transversal domains – can be actualised in schools around the world.</p></div>","PeriodicalId":100769,"journal":{"name":"Journal of Creativity","volume":"33 1","pages":"Article 100046"},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50195132","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Smile! It's only Covid: Analyzing covid-19 internet memes 微笑这只是新冠肺炎：分析新冠肺炎网络模因

Journal of Creativity Pub Date : 2023-04-01 DOI: 10.1016/j.yjoc.2023.100049

Gadi Alexander

引用次数: 0

Discovering Scientific Creativity with Digital Storytelling 用数字故事挖掘科学创造力

Journal of Creativity Pub Date : 2023-04-01 DOI: 10.1016/j.yjoc.2022.100041

Ying-Tze Chen , Min-Ju Liu , Ying-Yao Cheng

引用次数: 2

Ethnicity, creative identity, creative process, and adversity in college and community samples 大学和社区样本中的种族、创造性身份、创造性过程和逆境

Journal of Creativity Pub Date : 2023-04-01 DOI: 10.1016/j.yjoc.2023.100044

Paula Thomson , S. Victoria Jaque

{"title":"Ethnicity, creative identity, creative process, and adversity in college and community samples","authors":"Paula Thomson , S. Victoria Jaque","doi":"10.1016/j.yjoc.2023.100044","DOIUrl":"https://doi.org/10.1016/j.yjoc.2023.100044","url":null,"abstract":"<div><p>This study (<em>N</em> = 524) examined ethnicity, creative identity, adversity, and creative processing. In this cross-sectional Institutional Review Board approved college and community study, five self-report measures were completed: a biographical screener, Adverse Childhood Experience Questionnaire, Experience of Creativity Questionnaire, Short Scale of Creative Self, and Traumatic Event Questionnaire. Four major ethnicity groups were compared: Black (14%), Asian (22%), White (38%), Latinx (25%). Cumulative traumatic events, creative personal identity, creative self-efficacy, and most creative processing variables were similar across the four ethnicity groups. The experiential creative process, distinct experience, was significantly higher in the Black and Asian groups compared to the White group. Findings related to specific childhood adversity and adult traumatic experiences indicated the likelihood of different group membership, with the Black group experiencing higher rates of childhood physical abuse, physical neglect, parental separation, family member incarcerated, witnessing a traumatic event, and in danger of losing their lives. The White group had a higher prevalence rate of a family member struggling with substance abuse and suffering a mental illness. The Asian group had more likelihood of experiencing childhood emotional abuse. A unique finding in this study was that the experiential creative process, power and pleasure predicted creative self-efficacy, and the centrality of the creative process predicted creative personal identity. Ethnicity and cumulative trauma were not significant predictors for creative self-efficacy and creative personal identity. Engaging in creative activities may promote well-being and provide a platform to reduce inequalities. The creative self was not limited by adversity or ethnicity.</p></div>","PeriodicalId":100769,"journal":{"name":"Journal of Creativity","volume":"33 1","pages":"Article 100044"},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50195015","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The influence of preservice education and professional development in mathematics Teachers' attitudes toward nurturing creativity and supporting the gifted 职前教育和专业发展对数学教师培养创造力和支持天才的态度的影响

Journal of Creativity Pub Date : 2023-04-01 DOI: 10.1016/j.yjoc.2023.100043

Majed Wadaani

{"title":"The influence of preservice education and professional development in mathematics Teachers' attitudes toward nurturing creativity and supporting the gifted","authors":"Majed Wadaani","doi":"10.1016/j.yjoc.2023.100043","DOIUrl":"https://doi.org/10.1016/j.yjoc.2023.100043","url":null,"abstract":"<div><p>Establishing an environment for nurturing creativity and supporting the gifted in mathematics from early levels of education is essential for any nation to be more productive and effective in leading scientific development. Such effective practices in schools are affected by teachers' attitudes; This study investigated mathematics teachers’ attitudes toward creativity and gifted support in U.S. public schools, and further emphasized preservice education and professional development (PEPD) as a possible factor influencing teachers' attitudes. A questionnaire was used to understand teachers' attitudes and to uncover the possible influence of relevant PEPD. Findings showed that PEPD is a significant factor positively contributes to the variance in teachers’ attitudes; about 10% of variance in teachers’ attitudes was uniquely accounted for by PEPD. This finding highlights the importance of preservice education and professional development. As such, effective preparations courses and professional learning opportunities about creativity and gifted education are recommended to be accessible for all teachers.</p></div>","PeriodicalId":100769,"journal":{"name":"Journal of Creativity","volume":"33 1","pages":"Article 100043"},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50195131","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Common barriers in teaching for creativity in K-12 classrooms: A literature review K-12课堂创造力教学中常见的障碍：文献综述

Journal of Creativity Pub Date : 2023-04-01 DOI: 10.1016/j.yjoc.2023.100045

Annessia J. Bullard, A Kadir Bahar

引用次数: 2