You are here:

Building creative thinking in the classroom: From research to practice
ARTICLE

, Department of Cognitive Science, Johns Hopkins University, United States ; , School of Education, Johns Hopkins University, United States ; , Center for Language Education, Johns Hopkins University, United States ; , School of Education, Johns Hopkins University, United States ; , 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

Abstract

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.

Citation

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. Retrieved April 9, 2020 from .

This record was imported from International Journal of Educational Research on March 1, 2019. International Journal of Educational Research is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.ijer.2013.06.003

Keywords