標題: Titlebook: Creative Contradictions in Education; Cross Disciplinary P Ronald A. Beghetto,Bharath Sriraman Book 2017 Springer International Publishing [打印本頁] 作者: 到凝乳 時間: 2025-3-21 19:32
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書目名稱Creative Contradictions in Education讀者反饋
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作者: 正式演說 時間: 2025-3-21 22:39 作者: 同步左右 時間: 2025-3-22 03:13
Thomas Fuchs,Inge Jádi,Helmuth Kiesel most importantly, the role of contradiction between perspectives within the educational act. While differences of perspective between students, teachers, or students and teachers, can be considered a precondition for the emergence of new and valuable ideas or practices, this condition is necessary 作者: Obverse 時間: 2025-3-22 07:56 作者: 妨礙議事 時間: 2025-3-22 09:55 作者: 漫不經(jīng)心 時間: 2025-3-22 15:26
Thomas Fuchs,Inge Jádi,Helmuth Kieselhe equivocal pattern of the relationship between creativity and school achievement all contribute to this fact. This chapter presents a new typological model of creativity and demonstrate how this model and its categories may be useful in understanding different, often contradictory, findings presen作者: 漫不經(jīng)心 時間: 2025-3-22 19:55
https://doi.org/10.1007/978-3-642-55719-4York, 2002; Florida, The flight of the creative class: the new global competition for talent. HarperBusiness, New York, 2005; Guilford, Am Psychol 5:444–454, 1950). For this reason, creativity has become an imperative. Companies want employees who can create the next popular app or who can shake up 作者: FIG 時間: 2025-3-23 01:18
Technologien und nachhaltige Potenziale,al., Creat Res J 20(2):105–115, 2008), for the most part creativity makes life better, and most of us would like to have and to experience more of it. Nurturing creativity is therefore something that many of us would like to do. We’d like to help our students, our colleagues, our employees (or emplo作者: 津貼 時間: 2025-3-23 04:27 作者: foodstuff 時間: 2025-3-23 08:52
,Forschung für die Energiewende,t knowledge. Our contention is that this approach is not sufficient. Instead, we argue that for twenty-first century success, we must also foster creativity to prepare today’s children to excel and solve tomorrow’s problems. In this chapter, we offer a thought experiment on how our educational syste作者: 閑蕩 時間: 2025-3-23 11:56
Technologien und nachhaltige Potenziale,on the apparent contradictions between the conceptions of mathematics and creativity found in schools, as opposed to conceptions found within the society of professional mathematicians. We interviewed a focus group of teacher educators. A set of questions on mathematics and creativity was prepared, 作者: 低三下四之人 時間: 2025-3-23 15:55 作者: Esophagus 時間: 2025-3-23 21:58
Technologien und nachhaltige Potenziale,students time to devise creative solutions to specific problems in each subject area. For the purposes of the study, abductive reasoning, applied to ordinary subjects in the classroom in a high school context, was seen as a driver of creativity. This rather conservative approach to teaching creativi作者: STING 時間: 2025-3-24 01:14 作者: 圓桶 時間: 2025-3-24 04:13
Hermann-Josef Bunte,Paul J. J. Welfensincompatible in and around the classroom. Despite the fact that pedagogies considered fun are often unique, highly interactive, and impactful; the fun descriptor is perceived as a badge of levity, thus limiting the useful application of otherwise effective educational approaches. This is a particula作者: Spinal-Tap 時間: 2025-3-24 06:33 作者: Hectic 時間: 2025-3-24 11:14 作者: FIS 時間: 2025-3-24 18:05
Subordinated and Rebellious Creativity at Schoolhe equivocal pattern of the relationship between creativity and school achievement all contribute to this fact. This chapter presents a new typological model of creativity and demonstrate how this model and its categories may be useful in understanding different, often contradictory, findings present in the creative education literature.作者: GIBE 時間: 2025-3-24 21:27
Content Matters: Why Nurturing Creativity Is So Different in Different Domainsal., Creat Res J 20(2):105–115, 2008), for the most part creativity makes life better, and most of us would like to have and to experience more of it. Nurturing creativity is therefore something that many of us would like to do. We’d like to help our students, our colleagues, our employees (or employers), and of course ourselves be more creative.作者: Pelvic-Floor 時間: 2025-3-25 00:26
Creativity in Music Education? The Wild Card That Got Stuck in the Deck is that in arts education we don’t talk about creativity in fear of loosing the “magic” about it. The arts are per se a creative context so why bother defining it, describing it, or even researching it? It just is. In this chapter, I discuss this tension and provide examples of work that gives creativity a voice in Music Teacher Education.作者: 糾纏,纏繞 時間: 2025-3-25 05:15
Creative Contradictions in Education978-3-319-21924-0Series ISSN 2509-5781 Series E-ISSN 2509-579X 作者: 陶醉 時間: 2025-3-25 09:17 作者: CRACK 時間: 2025-3-25 14:50 作者: 蜈蚣 時間: 2025-3-25 16:03 作者: 收養(yǎng) 時間: 2025-3-25 20:58 作者: 熱情的我 時間: 2025-3-26 01:56
Creativity Theory and Action in Educationhttp://image.papertrans.cn/c/image/239498.jpg作者: Frisky 時間: 2025-3-26 06:08 作者: collagenase 時間: 2025-3-26 10:32
978-3-319-79369-6Springer International Publishing Switzerland 2017作者: 倔強一點 時間: 2025-3-26 16:41 作者: Emasculate 時間: 2025-3-26 20:38
https://doi.org/10.1007/978-3-642-55719-4are limiting their creativity by confining their thinking within a single root metaphor. The chapter discusses ways in which awareness of the worldviews and the use of visual metaphors can provide an opportunity for broader and deeper creative understanding of educational improvement.作者: Inoperable 時間: 2025-3-26 23:02
https://doi.org/10.1007/978-3-642-55719-4erspectives on creativity as also compared. The advantages of the process view are detailed and recommendations offered. These include (a) optimal challenges for authentic learning and the fulfillment of creative potentials, and (b) the recognition that contradictions and creativity both depend on interpretations.作者: 旋轉(zhuǎn)一周 時間: 2025-3-27 04:43 作者: 刻苦讀書 時間: 2025-3-27 05:40
Book 2017 education from a cross-disciplinary perspective. The contributors to this volume examine and provide fresh insights into the tensions and contradictions that researchers and educators face when attempting to understand and apply creativity in educational contexts.? ? Creativity in education is surr作者: 樹木中 時間: 2025-3-27 10:59 作者: 合群 時間: 2025-3-27 16:51
Thomas Fuchs,Inge Jádi,Helmuth Kieselen curricula center on exemplary people who make a difference, on their passion for challenging problems, on the practices and processes with which they focus learning and invention. The more and more diverse models students learn to emulate, the greater their probability of making the leap from re-creating to creating for themselves.作者: 饒舌的人 時間: 2025-3-27 20:30 作者: 形容詞詞尾 時間: 2025-3-27 22:45 作者: 可行 時間: 2025-3-28 05:37
People, Passions, Problems: The Role of Creative Exemplars in Teaching for Creativityen curricula center on exemplary people who make a difference, on their passion for challenging problems, on the practices and processes with which they focus learning and invention. The more and more diverse models students learn to emulate, the greater their probability of making the leap from re-creating to creating for themselves.作者: 喪失 時間: 2025-3-28 08:15
Creative Imagination , Memorization in Mathematics Learning Li L, Kaufman J (eds) The handbook of research on teaching thinking. Routledge, London, pp 411–423, 2015). Possibilities as the core of creative learning in mathematics unfold in purposeful, playful, non-structured, social, and ethical activities (see Craft, Curric J 10(1):135–150, 1999).作者: MERIT 時間: 2025-3-28 14:03
Thomas Fuchs,Inge Jádi,Helmuth Kiesel creativity and the other for consensual (Big-C) creativity. The implications of these definitions indeed supported the conclusion that formal education cannot have a simple positive linear association with creativity, and under certain circumstances that association can become negative.作者: 上腭 時間: 2025-3-28 16:01
Technologien und nachhaltige Potenziale, This kind of exploratory study of teacher educators’ conceptions of mathematics and creativity in Norway is new and shows that the teacher educators in the focus group have similar concepts of mathematics and creativity to those which we find in much of the current research on mathematics and creativity.作者: CULP 時間: 2025-3-28 19:10
Big-C Versus Little-c Creativity: Definitions, Implications, and Inherent Educational Contradictions creativity and the other for consensual (Big-C) creativity. The implications of these definitions indeed supported the conclusion that formal education cannot have a simple positive linear association with creativity, and under certain circumstances that association can become negative.作者: 大雨 時間: 2025-3-29 01:25
Contradictory Concepts of Creativity in Mathematics Teacher Education This kind of exploratory study of teacher educators’ conceptions of mathematics and creativity in Norway is new and shows that the teacher educators in the focus group have similar concepts of mathematics and creativity to those which we find in much of the current research on mathematics and creativity.作者: 協(xié)奏曲 時間: 2025-3-29 04:53
Where Learning Meets Creativity: The Promise of Guided Playm could achieve these dual goals. We propose that the answer might come from a clearer definition of what creativity actually is and from our attempts to infuse creativity into our classrooms through a pedagogical approach that we call “guided play.”作者: 良心 時間: 2025-3-29 11:09
Promoting Abduction – A Teaching Experiment on Creative Learning Processes in a High School Classrooty at secondary school level can be contrasted with more radical, reform-oriented traditions within the field of creative education. The paper discusses the advantages of the conservative teaching approach in relation to promoting students’ creativity in an upper secondary school context.作者: padding 時間: 2025-3-29 13:50
The Paradox of Serious Funr problem for those trying to help students develop their creative thinking identity and capacity, as well as those utilizing creativity to enhance learning. Lessons are drawn from research and practice on fun in work and educational settings, and numerous guidelines are provided for facilitating serious fun.作者: Glucose 時間: 2025-3-29 19:14
Avoiding Dogmatic Traps in Creativity and Education Through Awareness of Worldviews and Visual Metapare limiting their creativity by confining their thinking within a single root metaphor. The chapter discusses ways in which awareness of the worldviews and the use of visual metaphors can provide an opportunity for broader and deeper creative understanding of educational improvement.作者: Cpap155 時間: 2025-3-29 21:13 作者: 和音 時間: 2025-3-30 00:49 作者: left-ventricle 時間: 2025-3-30 06:23 作者: VOK 時間: 2025-3-30 11:52 作者: 惰性氣體 時間: 2025-3-30 16:18 作者: forecast 時間: 2025-3-30 20:36
Big-C Versus Little-c Creativity: Definitions, Implications, and Inherent Educational Contradictionscation attained by the individual. Typically, the peak falls approximately in the last year of undergraduate education. Because these findings suggest that formal education might not always be conducive to creative development, I examined the possibility that a complex and sometimes conflicting rela作者: lipids 時間: 2025-3-30 22:50
The Nature of Creativity: Mayflies, Octopi, and the Best Bad Idea We Havewith models and measures of the creative process. Classical approaches to creativity focus on what are known as two-criterion and three-criterion models. All models include some variation of novelty and usefulness as two of the three criteria, with three-criterion models employing surprisingness or 作者: atopic 時間: 2025-3-31 01:58
The Difference That Makes a ‘Creative’ Difference in Education most importantly, the role of contradiction between perspectives within the educational act. While differences of perspective between students, teachers, or students and teachers, can be considered a precondition for the emergence of new and valuable ideas or practices, this condition is necessary 作者: 節(jié)省 時間: 2025-3-31 08:34
Avoiding Dogmatic Traps in Creativity and Education Through Awareness of Worldviews and Visual Metapbeying reform mandates often become trapped within a single worldview and think they are being creative. They might be creative to an extent but they are limiting their creativity by confining their thinking within a single root metaphor. The chapter discusses ways in which awareness of the worldvie作者: 脫毛 時間: 2025-3-31 10:02
Creative Interpretations of Educational Contradictionseachers and students. Contradictions are defined and contrasted with problems, disequilibria, and dilemmae. Product, place, personality, and process perspectives on creativity as also compared. The advantages of the process view are detailed and recommendations offered. These include (a) optimal cha作者: Scintigraphy 時間: 2025-3-31 15:12 作者: NOMAD 時間: 2025-3-31 20:53 作者: genuine 時間: 2025-4-1 00:23
Content Matters: Why Nurturing Creativity Is So Different in Different Domainsal., Creat Res J 20(2):105–115, 2008), for the most part creativity makes life better, and most of us would like to have and to experience more of it. Nurturing creativity is therefore something that many of us would like to do. We’d like to help our students, our colleagues, our employees (or emplo作者: 騙子 時間: 2025-4-1 04:12 作者: 調(diào)整校對 時間: 2025-4-1 08:32
Where Learning Meets Creativity: The Promise of Guided Playt knowledge. Our contention is that this approach is not sufficient. Instead, we argue that for twenty-first century success, we must also foster creativity to prepare today’s children to excel and solve tomorrow’s problems. In this chapter, we offer a thought experiment on how our educational syste作者: 集中營 時間: 2025-4-1 12:56
Contradictory Concepts of Creativity in Mathematics Teacher Educationon the apparent contradictions between the conceptions of mathematics and creativity found in schools, as opposed to conceptions found within the society of professional mathematicians. We interviewed a focus group of teacher educators. A set of questions on mathematics and creativity was prepared,
