A Creative Approach to Teaching.

Autor/in	Macaranas, Natividad
Titel	A Creative Approach to Teaching.
Quelle	(1982), (12 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	College Instruction; Creativity; Creativity Tests; Higher Education; Instructional Innovation; Learning Activities; Personality Theories; Problem Solving; Psychology; Student Development; Student Participation; Teaching Methods; Torrance Tests of Creative Thinking + Suchen Sie Ihr Suchwort? Hochschullehre; Kreativität; Creativity test; Kreativitätstest; Hochschulbildung; Hochschulsystem; Hochschulwesen; Educational Innovation; Bildungsinnovation; Lernaktivität; Personality theory; Persönlichkeitstheorie; Problemlösen; Psychologie; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	An innovative teaching method used in a theories of personality class at Eastern New Mexico University is described. The objectives of this method were to foster growth in creativity among students by involving them in creative activities or experiential sessions and to test for improvement in student creativity scores. The following procedure was followed: a pretest using Form A, Verbal, Torrance Test of Creative Thinking (TTCT); application of the Creative Thinking and Problem-Solving Method; and a post-test using Form B, TTCT. The Creative Thinking and Problem-Solving Method consists of the following techniques: activities, creative diagrams, presentation of theories, films and one-page reactions, outlines and alternative constructs, presentations of creative productions, and developing and presenting the students' own theories of personality. Each of the nine activities consisted of descriptions or definitions of the concept used (e.g., brainstorming), instructions for performing the activity, and discussion of issues related to the concept. Students were asked to diagram their perceptions of the personality theory under study. A team of two or three students presented a theory from the textbook in as creative a manner as possible, and each gave a description of a creative product produced outside of the class. On the TTCT, it was found that a change in originality occurred for the students, but flexibility and fluency measures did not change. It is concluded that not enough exercises in rapidly producing solutions and finding divergent solution ideas for a problem were included in the creative activities. However, it is suggested that the objectives of fostering and experiencing creativity were met. (SW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC