Building creative thinking in the classroom: From research to practice
Emma Gregory, Department of Cognitive Science, Johns Hopkins University, United States ; Mariale Hardiman, School of Education, Johns Hopkins University, United States ; Julia Yarmolinskaya, Center for Language Education, Johns Hopkins University, United States ; Luke Rinne, School of Education, Johns Hopkins University, United States ; Charles Limb, Department of Otolaryngology-Head and Neck Surgery, Johns Hopkins University, United States
International Journal of Educational Research Volume 62, Number 1, ISSN 0883-0355 Publisher: Elsevier Ltd
Classroom instruction often overlooks the importance of encouraging and explicitly teaching students to think creatively. Yet classroom learning offers an ideal opportunity for students to master content knowledge and to creatively apply that knowledge, a skill important for success in any environment. Here we review literatures on creativity, focusing on findings that clearly inform how it can be taught. We argue that some changes in the ability to think creatively arise due to factors that are directly manipulable in the classroom whereas other changes stem from increases in capacities of cognitive function. We propose simple guidelines, based on theories and research on creativity, for how teachers can build students’ ability to think creatively and apply content knowledge in creative ways.
Gregory, E., Hardiman, M., Yarmolinskaya, J., Rinne, L. & Limb, C. (2013). Building creative thinking in the classroom: From research to practice. International Journal of Educational Research, 62(1), 43-50. Elsevier Ltd.