Conceptualizations of Creativity: Comparing Theories and Models of Giftedness

Autor/in	Miller, Angie L.
Titel	Conceptualizations of Creativity: Comparing Theories and Models of Giftedness
Quelle	In: Roeper Review, 34 (2012) 2, S.94-103 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0278-3193
DOI	10.1080/02783193.2012.660683
Schlagwörter	Creativity; Gifted; Educational Theories; Learning Theories; Comparative Analysis; Correlation; Models; Talent Development; Social Psychology; Educational Research; Concept Formation; Concept Teaching; Educational Methods + Suchen Sie Ihr Suchwort? Kreativität; Begabter, Hoch Begabter; Educational theory; Theory of education; Bildungstheorie; Learning theory; Lerntheorie; Korrelation; Analogiemodell; Begabtenförderung; Talentförderung; Sozialpsychologie; Bildungsforschung; Pädagogische Forschung; Concept learning; Begriffsbildung; Educational method; Erziehungsmethode
Abstract	This article reviews seven different theories of giftedness that include creativity as a component, comparing and contrasting how each one conceptualizes creativity as a part of giftedness. The functions of creativity vary across the models, suggesting that while the field of gifted education often cites the importance of creativity, the conceptualizations of creativity differ depending on the particular theory. The various models of giftedness can be interpreted from the context of current creativity research because certain elements of these conceptualizations can be found in social models, the evolving systems approach, and the domain-generality debate. An integrative perspective of creativity research reveals that some models of giftedness are more comprehensive and consistent in terms of the creativity literature. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10