{"title":"研究生创造性课程中学生对教学策略的看法","authors":"Dave S. Knowlton, David C. Sharp","doi":"10.20429/IJSOTL.2015.090206","DOIUrl":null,"url":null,"abstract":"This paper empirically examines a variety of instructional strategies as impetus for creative thinking and achievement in a graduate-level university course. This empiricism considers students’ opinions about the strategies used and the resulting effect of the class more holistically. Results indicate that reading the textbook and writing bi-weekly reflection journals were the most valued strategies by students for elevating creative thinking. The course, as a whole, did have benefit in that students felt that it allowed them to transform themselves into more creative thinkers.","PeriodicalId":332019,"journal":{"name":"The International Journal for the Scholarship of Teaching and Learning","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2015-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"9","resultStr":"{\"title\":\"Students’ Opinions of Instructional Strategies in a Graduate-Level Creativity Course\",\"authors\":\"Dave S. Knowlton, David C. Sharp\",\"doi\":\"10.20429/IJSOTL.2015.090206\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This paper empirically examines a variety of instructional strategies as impetus for creative thinking and achievement in a graduate-level university course. This empiricism considers students’ opinions about the strategies used and the resulting effect of the class more holistically. Results indicate that reading the textbook and writing bi-weekly reflection journals were the most valued strategies by students for elevating creative thinking. The course, as a whole, did have benefit in that students felt that it allowed them to transform themselves into more creative thinkers.\",\"PeriodicalId\":332019,\"journal\":{\"name\":\"The International Journal for the Scholarship of Teaching and Learning\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2015-07-30\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"9\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"The International Journal for the Scholarship of Teaching and Learning\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.20429/IJSOTL.2015.090206\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"The International Journal for the Scholarship of Teaching and Learning","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.20429/IJSOTL.2015.090206","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Students’ Opinions of Instructional Strategies in a Graduate-Level Creativity Course
This paper empirically examines a variety of instructional strategies as impetus for creative thinking and achievement in a graduate-level university course. This empiricism considers students’ opinions about the strategies used and the resulting effect of the class more holistically. Results indicate that reading the textbook and writing bi-weekly reflection journals were the most valued strategies by students for elevating creative thinking. The course, as a whole, did have benefit in that students felt that it allowed them to transform themselves into more creative thinkers.