Akademik Veri Yönetim Sistemi
Creativity in Educational Research and Practice, "Xeni, E. ", Editör, Brill, Leiden , Leiden, ss.1-22, 2014
Three concepts should be distinguished when addressing creative pedagogy: ‘Creative Teaching’, ‘Education for Creativity’ and ‘Creative Learning’. This chapter is based on ‘Education for creative thinking’ and analyses and discusses (a) the constituents of the education design to be provided and (b) main codes that should be addressed within the scope of such constituents based on a literature review. The student, educator, content and context are addressed as the main constituents. The category ‘student’ explains motivation, age, mental capacity, creative thinking style, creative learning and intuition. The category ‘educator’ covers the following subcategories: creative product, assessment criteria, thinking styles of the educator and the student, and measurement of creative thinking. The category ‘content’ includes fields of different themes, integration between themes and transformation of information. The categories of creative learning, domain and culture are addressed and explained under the category ‘context’. The second focus point is the important codes which should be addressed when creating a new educational model among the constituents of the education for creative thinking. The study interpreted how and why the main codes of encouragement, motivation, uncertainty, independence, thinking style, disorder and focus are to be addressed in the new educational model.