Progression of Chinese Students' Creative Imagination from Elementary through High School

Autor/inn/en	Ren, Fujun; Li, Xiuju; Zhang, Huiliang; Wang, Lihui
Titel	Progression of Chinese Students' Creative Imagination from Elementary through High School
Quelle	In: International Journal of Science Education, 34 (2012) 13, S.2043-2059 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2012.709334
Schlagwörter	Science Activities; Foreign Countries; Creativity; Imagination; Elementary School Students; Middle School Students; High School Students; Age Differences; Child Development; Academic Achievement; Low Achievement; High Achievement; Teaching Methods; Teacher Influence; Teacher Attitudes; Questionnaires; China + Suchen Sie Ihr Suchwort? Ausland; Kreativität; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Age; Difference; Age difference; Altersunterschied; Kindesentwicklung; Schulleistung; Unterdurchschnittliche Leistung; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Fragebogen
Abstract	For almost a century, researchers have studied creative imagination, most typically that of children. This article reports on a study of the development of creative imagination of Chinese youths and its relation to the educational environment. Data consisted of 4,162 students from grades 4 through 12. Findings showed that students' creative imagination increased as the grade in school increased from grades 4 through 11, but decreased slightly at grade 12. Students' creative imagination was lower in elementary school than that in middle school. The pace of development was also different in different stages. In different grades, youths used different ways to express their imagination. Students of "excellent" academic performance had the highest creative imagination, followed by students of "fairly good", "medium" and "poor" academic performance. Student-centred teaching methods were associated with higher creative imagination. Students whose teachers had a more supportive attitude showed better creative imagination. Finally, taking part in science-related competitions and frequently visiting science venues were related to the development of students' creative imagination. Some implications and recommendations for development of students' creative imagination are also proposed. (Contains 4 tables and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10