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Significance of Creativity Education in School

Significance of Creativity Education in School. By Dr. Cheng Mo Yin, Vivian 29 Oct 2004. Aim of creativity education:. To develop student to be a creative person A creative person is one who frequently produce novel and useful ideas (Sternberg & Lubart, 1996). Creativity.

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Significance of Creativity Education in School

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  1. Significance of CreativityEducation in School By Dr. Cheng Mo Yin, Vivian 29 Oct 2004

  2. Aim of creativity education: To develop student to be a creative person A creative person is one who frequently produce novel and useful ideas (Sternberg & Lubart, 1996)

  3. Creativity Divergent Thinking Convergent Thinking Curiosity Imagination Challenge-taking Risk-taking Fluency Flexibility Novelty Elaboration Sensitivity Problem- solving Inquiry Logical Analytical Critical Evaluative thinking Objectivity Accuracy Systematic Multiple-intelligence domains Various subject contents

  4. Developing Creativity in • Daily lessons & assignments • Informal learning (Project work, ECA, LWL, cyber)

  5. Assessing Creativity • In public exam • In school-based assessment • Written test (Suggestion: 10%) • Performance-based assessment in class & project work

  6. Written Tests • Divergent thinking tests • Ask for many answers • Product tests • Ask for one novel & appropriate answer

  7. Divergent thinking Tests on Scientific Questioning Example, “If you can take a spaceship to travel in the outer space and go to a planet, what scientific questions do you want to research? Please list as many as you can.” (Hu & Adey, 2002)

  8. Performance-based Assessment • E.g. in creative problem-solving activities

  9. Significance of Creativity Education • Government curriculum reform • Student benefits • Arouse great interest in learning (Cheng, 2004) • Better memory & understanding of subject content (Conti, 1995) • Develop creative mind & thinking skills. • Self-actualization

  10. Student Responses (Cheng, 2004) • 「很難…但很有趣。」 • 「幾得意，原來 Physics 可以咁玩法。」 • 「能更有效地連貫物理與日常生活，覺得物理比想像中實在、好玩。」

  11. Student Responses (Con’t) • “This stimulates me think more deeply in physics and in things happening in daily lives.” • “Physics is not just a subject to study, but practical and useful in daily lives. I feel my physics knowledge is too limited.@_@”

  12. Student Responses (Con’t) • 「今日我體會到原來人的創意是隨時可以建立….」 • 「可以從一些平日不曾嘗試的角度去看待一些本認為習以為常的事，算幾新鮮。」 • 「和平時課堂所學到的相差甚遠。」

  13. Significance of Creativity Education (Con’t) • World trend • Japan: A major curriculum component, 1995 • Singapore: “Thinking Schools, Learning Nations”, 1998 • Taiwan: White paper on Creative Education - build a “Republic of Creativity” (創造力國度), 2001 • China: “Guidelines of Curriculum Reforms in Foundation Education” , 2001 • “International Trend in Curriculum Frameworks” (Le Metais, 2003) • Creativity development is a major trend in curriculum reform of 18 countries

  14. Significance of Teacher Development • Lack of creative learning experience • Teaching for thinking • New knowledge & skills • Metacognitive development (Feldhusen, 1995) • Shift in beliefs and teaching styles • Develop teacher creativity, to be role-model of students, • Teacher training: EDB, HKIEd, HKBU, CITYU, HKU

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