Titlebook: Creative Contradictions in Education; Cross Disciplinary P Ronald A. Beghetto,Bharath Sriraman Book 2017 Springer International Publishing

Inoperable

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.

旋轉(zhuǎn)一周

刻苦讀書

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

樹木中

合群

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.

饒舌的人

形容詞詞尾

可行

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.

喪失

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).

MERIT

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.