Teaching creative thinking to secondary school students through independent education is a pressing issue

2020 ◽  
Vol 10 (8) ◽  
pp. 26
Author(s):  
Sohiba Mirkhayitova ◽  
Gavhar Shodiyeva ◽  
Mamura Irmatova
Keyword(s):  
Secondary School ◽  
Creative Thinking ◽  
Secondary School Students ◽  
School Students ◽  
Independent Education

scholarly journals Slumps and Jumps: Another Look at Developmental Changes in Creative Abilities

2016 ◽  
Vol 3 (1) ◽  
pp. 152-177 ◽  
Author(s):  
Jacek Gralewski ◽  
Izabela Lebuda ◽  
Aleksandra Gajda ◽  
Dorota M. Jankowska ◽  
Ewa Wiśniewska
Keyword(s):  
Secondary School ◽  
Creative Thinking ◽  
Secondary School Students ◽  
Developmental Changes ◽  
Assessment Criteria ◽  
Formal Schooling ◽  
Primary School Students ◽  
School Students ◽  
Creative Abilities ◽  
Nonlinear Pattern

AbstractThe aim of this study is the analysis of creativity changes across life, particularly the widely discussed crisis periods in the development of creative abilities. A large and diversified sample of Poles (N = 4898 aged from 4 to 21 years), at each educational stage of the Polish education system, from pre-schoolers, through primary school students, middle-school students, secondary-school students and finally university students completed the Test for Creative Thinking – Drawing Production. The observed changes showed a nonlinear pattern in the development of creativity with diverse declines and increases in creative abilities. These trends are different for each of the assessment criteria of the TCT-DP and at least three different trajectories were identified. The adolescent slump was confirmed for three of the 14 assessment criteria as well as the total TCT-DP score. What was not noted however was: a slump caused by entry into formal schooling, (age 6 vs 7), 4th grade slump, (age 9 vs 10) and 6th grade slump (age 11 vs 12). We discuss possible reasons for and consequences of the findings.

scholarly journals Dimensions of Creativity in Secondary School High-Ability Students

2021 ◽  
Author(s):  
Núria Arís Redó ◽  
Mª Ángeles Millán Gutiérrez ◽  
José-Diego Vargas Cano
Keyword(s):  
Secondary School ◽  
Significant Relationship ◽  
Creative Thinking ◽  
Secondary School Students ◽  
High Ability ◽  
School Students ◽  
Scientific Creativity ◽  
Future Studies ◽  
Teaching Learning ◽  
High Ability Students

Abstract: Abstract: The objective of this article is to analyze the dimensions of creativity concerning students with high abilities. Firstly a review of the most relevant scientific contributions on creativity is carried out. Next the dimensions of creativity in secondary school students who have been previously identified as high- ability students are analyzed. Those abilities associated to di-vergent thinking were assessed by means of the Torrance Test of Creative Thinking [19]. The flu-ency, flexibility and originality dimensions were assessed with the Scientific-Creative Thinking Test (TPCC, [7]). The results obtained evidence that high-ability students achieve greater scores in both the figurative creativity and scientific-creativity dimensions. A significant relationship between creativity and high ability can therefore be established. This study is of an exploratory nature and the results obtained contribute to develop future studies in application of its findings in the teaching-learning process..

scholarly journals Assessment for Secondary School Students’ Experiences in Using Tablet in Classroom

2020 ◽  
Vol 4 (2) ◽  
pp. 90
Author(s):  
Mohammed Elmetwali Mohammed Amer
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Creative Thinking ◽  
Secondary School Students ◽  
Language Skills ◽  
Thinking Skills ◽  
Learning Needs ◽  
School Students ◽  
Effective Learning ◽  
Egyptian Government

The Egyptian government integrated tablets in Egyptian secondary schools. Thus, the researcher aimed to explore the effectiveness of using tablet in Egyptian secondary schools from the students’ perspective. He aimed to explore that in order to assess students’ experiences in this regard. He selected a random sample consisting from 745 female and male secondary school students in Egypt. Those students were selected from three schools. Questionnaire forms were distributed to those students by hand. All the distributed forms were retrieved. However, 9 forms were excluded due to missing data. Thus, 736 questionnaire forms are valid for analysis. It was found that tablet serves as an effective learning method in Egyptian secondary schools. It was found that using tablet in classroom improves students’ creative thinking skills and makes teachers more creative. It was found that using tablet in classroom enriches students’ vocabulary, improves their language skills and increases their academic achievement in classroom. It was found that such use can meet the learning needs of various types of learners. The researcher recommends conducting studies about the challenges facing teachers in using tablets in classroom.

scholarly journals Development Creative Thinking And Relation It Achievement School To The Secondary School Pupil

2018 ◽  
Vol 227 (3) ◽  
pp. 53-75
Author(s):  
M. Dr.. Qais Hamid Farha
Keyword(s):  
Secondary School ◽  
Significant Relationship ◽  
Creative Thinking ◽  
Secondary School Students ◽  
Research Result ◽  
Fifth Grade ◽  
School Students ◽  
School Pupil ◽  
Secondary School Pupil

 The Research aims at Identifying The degree of creative Thinking among Secondary School Students in Baghdad – Al Kerkh 3 Sector of education, are there Significant differences in creative Thinking in accordance with (Scholar Stage , gender) Variables , are there Significant Relationship Between Creative Thinking and Scholar Achievement . The research Sample encompasses (90) student in First, Third and Fifth grade in Secondary School. To achieve the research aims, the researcher used the Creative Thinking test of (Torrance). In The Light of The research result the researcher presents several recommendation and suggestion

scholarly journals COMICS IN THE UKRAINIAN LANGUAGE CLASSROOM: BUILDING SOCIO-CULTURAL COMPETENCE OF SECONDARY SCHOOL STUDENTS

2021 ◽  
pp. 53-60
Author(s):  
Laryssa Zyazyun ◽  
◽  
Maryna Dziuba ◽  
Keyword(s):  
Cultural Competence ◽  
Secondary School ◽  
Creative Thinking ◽  
Secondary School Students ◽  
Lesson Plan ◽  
Language Instruction ◽  
Cultural Knowledge ◽  
School Students ◽  
Language Classroom ◽  
Educational Potential

The article investigates the instructional potential of comics in building the socio-cultural competence of secondary school students in the Ukrainian language classroom. The urgency of the problem is related to the task of reforming Ukrainian school education to create learning conditions aimed at the development of a learner as a subject of culture and multicultural language personality, able to successfully engage in social interaction with the bearers of another culture. Moreover, there is a lack of research of the educational potential of comics in the Ukrainian context, which also determines the relevance of this article that aims to explore the ways of using comics in the Ukrainian language classroom to boost the socio-cultural competence of secondary school students. Apart from reading comics, the creation of them in the classroom is extensively used as a means of building socio-cultural competence in the context of world education. It is the syncretism of graphic and text-verbal components that makes the genre of comics a unique teaching tool. Although using comics in language instruction is viewed as an innovative technique of building socio-cultural competence as well as enhancing the communication skills of students, it has limited application in Ukrainian secondary schools. Therefore, based on the analysis of the available research and the authors’ experience, the paper proves the effectiveness of comics in boosting socio-cultural knowledge, increasing motivation to learn, developing critical and creative thinking of students. The authors of the article substantiate the instructional advantages of using comics in language teaching and offer a lesson plan in the Ukrainian language for 6th-grade school students.

scholarly journals PENDEKATAN “IMAGINASI” DALAM THE SYSTEM STANISLAVSKI MEMBINA DAYA KREATIVITI MURID: KES KALANGAN MURID SEKOLAH MENENGAH DI KEDAH

2021 ◽  
Author(s):  
Mohd Amir Mohd Zahari ◽  
Rohizani Yaakub ◽  
Azrul Azizi Amirul ◽  
Norazimah Zakaria ◽  
Anida Sarudin 
Keyword(s):  
Active Learning ◽  
Secondary School ◽  
Learning Process ◽  
Creative Thinking ◽  
Secondary School Students ◽  
Technical System ◽  
Training Process ◽  
School Students ◽  
Study Participants ◽  
Critical And Creative Thinking

Kajian ini bertujuan untuk mengkaji salah satu sistem teknik The System, iaitu imaginasi yang telah diperkenalkan oleh Stanislavski. Teknik imaginasi yang diaplikasikan adalah bertujuan untuk membina watak perwatakan semasa proses yang dijalankan oleh seseorang pelakon. Proses imaginasi oleh pelakon merupakan satu usaha dalam memberi gambaran secara jujur melalui lakonannya. Sehubungan dengan itu, pendekatan imaginasi ini sekaligus dapat menerapkan daya kreativiti murid di sekolah. Menerusi kajian ini, kaedah temu bual dan penulisan jurnal murid digunakan untuk mengumpul maklumat berkenaan sejauh mana praktis sesi lakonan dengan menggunakan pendekatan The System mampu memupuk daya kreativiti murid yang terlibat. Seramai 20 murid dan seorang guru terlibat sebagai peserta kajian. Kajian ini dilaksanakan di sebuah sekolah menengah harian di daerah Kuala Nerang, Kedah. Hasil kajian menunjukkan pendekatan imaginasi dalam proses latihan telah membentuk tiga tema utama, iaitu 3E iaitu exploration, elobrate dan evaluate. Bermakna, murid menjalani proses dengan melalui proses eksplorasi terhadap watak, menghuraikan watak perwatakan dan menilai tahap watak yang dibawa. Aktiviti improvisasi bukan suatu hal yang dirancang sebaliknya penambahbaikan biasanya muncul akibat daripada suatu kesalahan ataupun kemunculan peristiwa yang tidak terancang. Improvisasi dapat melahirkan daya pemikiran kritis dan kreatif murid serta dapat mewujudkan proses pembelajaran secara aktif dalam kalangan murid sekolah menengah.   This study aims to examine one of technical system namely, The System which is imagination that has been introduced by Stanislavski. The imaginative technique applied is intended to build character during the process carried out by an actor. The process of imagination by the actor is an effort in giving an honest picture through his acting. In this regard, the imaginative approach can also apply creativity of students in school. Through this study, the method of interviewing students and student’s writing journal is used to gather information on the extent to which the practice of acting sessions by using the approach The System strives to cultivate the creativity of the students involved. A total of 20 students and 1 teacher were involved as study participants. The study was conducted in a daily secondary school in the district of Kuala Nerang, Kedah. The results show that the imaginary approach in the training process has formed three main themes namely 3E namely exploration, elobrate and evaluate. Meaning, students go through the process of exploring the character, describing the character and characterizing the level of the successful character. Improvisation activities are not something that is planned. Improvements usually arise as a result of an error or the occurrence of an unplanned event. Improvisation can produce students’ critical and creative thinking as well as can create an active learning process among secondary school students

Sign in / Sign up

Export Citation Format

Share Document