A study of creativity and creative thinking instruction

碩士 === 國立中山大學 === 教育研究所 === 90 === The purpose of the study was to explore the concepts of creativity, and instruction in creative thinking in the era defined by an emerging knowledge economy that emphasizes the importance of innovative human capital in school settings. This study contained two part...

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Bibliographic Details
Main Authors: Wen-Chuan Lin, 林文川
Other Authors: none
Format: Others
Language:zh-TW
Published: 2002
Online Access:http://ndltd.ncl.edu.tw/handle/44911863788338449535
Description
Summary:碩士 === 國立中山大學 === 教育研究所 === 90 === The purpose of the study was to explore the concepts of creativity, and instruction in creative thinking in the era defined by an emerging knowledge economy that emphasizes the importance of innovative human capital in school settings. This study contained two parts. The first three chapters tackled the concepts of creativity and thinking. Chapter one explained the justification for the research and the methodology used. Chapter two explored various concepts of creativity, including 4ps, problem solving, and system approaches, and it also outlined the development of historical research and approaches, dating from the year that interest in creativity research was revived by Guilford (1950). Chapter three dealt with the concept of creative thinking and its instruction. This chapter also introduced the idea of creative thinking in the context of recent research on connections between the brain’s hemispheres to explain the controversy between creative and critical thinking. The following part, which consisted of another three chapters dealt with the instruction of creative thinking. Chapter four introduced certain instructional models including CPS, Six Thinking Hats, and CoRT. Chapter five elaborated on related principles and strategies regarding brainstorming, lateral thinking, and playfulness. And finally, chapter six laid out a summary and suggestions. This study focused on balancing knowing “what” and “how” with attempts to explore concepts of creativity and instructional models as well as strategies of creative thinking. The goal is to equip teachers with theoretical knowledge and practical know-how to set the stage for giving full play to creative thinking in future curriculum and instruction design. It is also hoped that continued study into other aspects of creativity can validate, broaden, refine and enrich the theory of creativity, and its practice, as revealed in the present study.