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1

ПРОЯВ РИС ТВОРЧОГО МИСЛЕННЯ СТУДЕНТІВ У ХОДІ НАВЧАННЯ ДИСЦИПЛІН МАТЕМАТИЧНОГО ЦИКЛУ (ЗА РЕЗУЛЬТАТАМИ ЕКСПЕРИМЕНТАЛЬНОГО ДОСЛІДЖЕННЯ)

100%
Колесник Є.
Педагогічні науки: теорія, історія, інноваційні технології
|
2016
|
issue 2(56)
285-297
EN
The article focuses on the fact that in the process of preparation of students it is important not only to develop their creative thinking, but also to form in the future mathematics teacher readiness to develop creative thinking of pupils. The results of the survey of the students – future teachers of mathematics concerning the characteristics of rice manifestations of creative thinking in the process of learning mathematical disciplines are discussed. In the course of the survey, which was conducted as part of the pedagogical experiment on the basis of physical and mathematical faculty of the Sumy State Pedagogical University named after A. S. Makarenko and Cherkasy National University named after Bohdan Khmelnytsky, the author used questionnaires for students – future teachers of mathematics, which were later refined in connection with the expansion of experimental research base. Particular attention is paid to the characteristics of substantive content authoring enhanced profiles, questions which are designed for students of all specialties studying mathematical disciplines at the university. In accordance with the content of the three blocks that make up the questionnaire was carried out the analysis of the results of a survey of students, allowing identify the factors that stimulate the students – future teachers of mathematics to the disclosure of their creative potential in teaching disciplines of mathematical cycle, including elementary mathematics, and to identify possible ways of contributing to the development of creative thinking. The features included in the design model and methodological system of teaching elementary mathematics students of pedagogical universities; in the creation of educational materials on elementary mathematics. A survey of students allowed the author to determine some aspects that contribute to the development of creative thinking in learning mathematics, particularly elementary mathematics, and the formation of readiness to the development of creative thinking of students. All these features were taken into account in the process of developing the model of appropriate methodological system of teaching elementary mathematics students of the pedagogical universities; in the course of creation of teaching materials for the course “Elementary mathematics”.
2
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The Impact of Philosophical Literary Stories in the Development of Creativity in Relation to Nature Protection and Sustainable Development

100%
Borisová S., Pintes G.
Journal of Education Culture and Society
|
2023
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vol. 14
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issue 2
365-379
EN
Aim. The paper is focused on the area of philosophical literary stories included in the educational programme Philosophy for Children. The paper aims to identify, reflect and analyse the categories of creative thinking in such stories. Methods. The main method through which we deal with categories of creative thinking is represented by the interpretation of the literary text in several philosophical stories. An additional method is the analysis of documents – individual books containing philosophical literary stories. Results. The analysis of several stories shows that creative thinking in philosophical literary stories is identified in the categories of imagination, applicability, originality, surprise, experimentation, encouragement of the creativity of others and imaginativeness. The major characters are using original solutions to problems, they are able to apply the solved problem to a new situation, ask questions and their thought processes are often surprising. Problematic to determine is the category of imagination, with which the character can think about a possible world or problem solving. Conclusion. In contrast to the classical aesthetic literary text, this specific type of text brings the reader model solutions to many problems of everyday life. The focus of the Philosophy for Children can also aim at ecological and environmental issues and individual participants in the community of inquiry are thus encouraged to stimulate their creativity in the field of nature protection and sustainable development from an early age.
3
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Kultura twórczych dyskusji. Komunikat z badań eksperymentalnych

100%
Okraj Z.
Kultura i Edukacja
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2014
|
issue 1(101)
72-98
EN
The article presents the results of experimental research on the culture of creative thinking that consists of its: characteristics, purposes, contents, principles, forms, methods of discussions, and didactic means used to activate students’ creative thinking. The research has also allowed to learn how important in the process of stimulation of students’ creative thinking are such conditions as: atmosphere of discussion, appearance of critical expressions destroying ideas (“idea killers”), and moderators’ personality traits. The main results of the described cycle of creative discussion are: stimulation of students’ creative thinking, teaching students the culture of creative discussion and strategy of “attacking” problems by generating many various and original ideas to solve problems, increasing students’ awareness of their own potential of creativity, and obtaining the ability of discussing and cooperating in teams / groups.
4

HUNGARIAN TRADITIONS OF THE EMPIRICAL CREATIVITY RESEARCH

100%
Oláh A.
Magyar Pszichologiai Szemle (Hungarian Psychological Review)
|
2010
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vol. 65
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issue 2
189-198
EN
The paper presents the international antecedents, motives, leaders and historical atmosphere of the start of empirical creativity research. It details the Hungarian state of the art basically different from the international one, and reviews the empirical research connected with creativity between 1959 and 2009, focusing on the beginnings of creativity research in Hungary. The author analyses the publications on creativity based on the statistics of the past 50 years.
5

Modern Approach to Psychological Study of Creative Thinking Among Law Enforcement Officers

100%
Karpenko V.
Internal Security
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2011
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vol. 3(1)
163-170
EN
In this article the author presents a modern approach to the study of creative thinking among law enforcement officers. The activities of a police officer are constantly associated with the solution of various problems, so everyone should be actively thinking. Thinking as mental process is always directed to reveal the deep connections of objective reality. According to many scientists the main task of the psychological studies of thinking is the study of the mental cognitive process, primarily of the internal laws of its occurrence. Therefore in author's opinion, a successful study of creative thinking of a police officer is only possible with considering the place of thinking in the structure of the creative activity phenomenon. After analyzing the results of theoretical and experimental studies of creative intellectual activity, as well as considering the results of his own work the author is convinced that it is necessary to pay close attention to some basic theoretical and practical provisions which characterize both the phenomenon of thinking, its process, components, forms, determinants, and the scope of its functioning. The paper presents also an opinion that the most productive modern ways of measuring creativity, based on the multiple-factor approach should be the methods and techniques aimed at studying dimensions (factors) presented in the paper. Bearing in mind the scientific tradition of forming a set of diagnostics instruments to study the qualities and properties of the human psyche, his abilities, developmental levels of mental processes, we can determine a tentative toolkit for empirical studies of creative thinking among police officers. The article provides an example of a set of techniques the author has compiled.
6

ІННОВАЦІЙНІ ПІДХОДИ ДО ПІДГОТОВКИ МАЙБУТНЬОГО ВЧИТЕЛЯ МАТЕМАТИКИ.НАВЧАННЯ ЕЛЕМЕНТАРНОЇ МАТЕМАТИКИ

100%
Чашечникова О., Колесник Є.
Педагогічні науки: теорія, історія, інноваційні технології
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2014
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issue 8(42)
265-273
EN
This paper examines the possibility of using some innovative approaches to teaching elementary mathematics in order to develop the creative thinking of the future teachers of mathematics. It has been observed that the rate of elementary mathematics is the basis for the study of professional courses of future teachers of mathematics. The training of the students of pedagogical universities should be systematically focus on the formation and development of creative thinking of the future teacher of mathematics, that is necessary to prepare competitive professional who, in turn, will be able to shape their future competitiveness of the students; initiative to form a creative person who is able to shape and develop the creative personality of the student. The analysis of psycho-pedagogical and educational literature has offered the ways to implement psychological and pedagogical patterns in the training of future elementary mathematics teachers of mathematics that contribute to the intensification of education and create conditions for the development of creative minds. The observations, the students’ questionnaires, systematization and generalization, own teaching experience have helped to isolate the problems and pose the problem to be solved through the use of innovative approaches in education to the specifics of working with different groups of the students (both in content and in the forms, methods, media studies). It is noted that at the early stages only items, preparing the students for independent creative activity is appropriate. The paper emphasis on improving a teacher of elementary mathematics through the use of practical psychological and pedagogical knowledge aimed at targeted management cognitive activity of the students. Our research is aimed at creating a methodical system of teaching elementary mathematics students of pedagogical universities that contribute to the development of their creative thinking and forming readiness for creative thinking of their future students.
7
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NAUCZYCIELE AKADEMICCY O ROZBUDZANIU TWÓRCZEGO MYŚLENIA U STUDENTÓW I O MĄDROŚCI DOJRZAŁYCH PRZEDSTAWICIELI SWOJEGO ŚRODOWISKA

100%
Bartkowiak G., Krugiełka A.
Kwartalnik Naukowy Uczelni Vistula
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2017
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issue 1(51)
7-21
PL
Przedmiotem rozważań jest troska o rozwój twórczego myślenia i problematyka potencjału intelektualnego dojrzałych przedstawicieli środowiska akademickiego (pracowników naukowo-dydaktycznych 65 plus). W artykule zidentyfikowano czynniki ograniczające – bariery i wspierające kreatywne myślenie zarówno na poziomie organizacji procesu dydaktycznego, jak i poszczególnych grup interesariuszy: instytucji zajmujących się edukacją nauczycieli akademickich i studentów. Drugim celem było uzyskanie odpowiedzi na pytanie: czy dojrzali nauczyciele akademiccy charakteryzują się mądrością oraz jak kształtują się preferencje ich młodszych i starszych kolegów dotyczące elementów tej mądrości? W empirycznej części artykułu zamieszczono wyniki badań kwestionariuszowych, przeprowadzonych w grupie 72 młodszych i starszych nauczycieli akademickich (oraz 222 studentów). Okazało się, że: – nauczyciele akademiccy formułują wiele cennych postulatów, sprzyjających rozwojowi kreatywnego myślenia studentów i dotyczących ich własnego rozwoju; – młodsi pracownicy akademiccy przywiązują dużą wagę do kompetencji interpersonalnych jako atrybutu mądrości ich starszych kolegów.
EN
The subject matter of considerations is concern about the development of creative thinking and problems of the intellectual potential of mature representatives of the academic community (academic workers aged 65+). In their article, the authors identified the limiting factors, barriers, and those supporting creative thinking both at the level of organisation of the didactic process and individual groups of stakeholders: the institutions dealing with education of academic teachers and students. The second objective was to receive an answer to the question: Are mature academic teachers characterised by wisdom and how are their younger and elder colleagues’ preferences related to the elements of that wisdom shaped? In the empirical part of the article, the authors included findings of the questionnaire-based surveys carried out in a group of 72 younger and elder academic teachers (and 222 students). It appeared that: – academic teachers formulate many valuable postulates conducive to the development of students’ creative thinking and concerning their own development; – young academic teachers pay a great attention to interpersonal competencies as an attribute of wisdom of their elder colleagues.
8

ROZWIJANIE MUZYCZNEJ AKTYWNOŚCI TWÓRCZEJ DZIECKA W EDUKACJI WCZESNOSZKOLNEJ

88%
Кісєль М., Слик У.
Педагогічні науки: теорія, історія, інноваційні технології
|
2014
|
issue 9(43)
21-33
EN
Modern pedagogy attempts to build such a concept of education and training that would be compatible with the development of a young person, capable of functioning in the real, full of change and transformations world. In this regard, it is necessary to prepare youth to solve problems, to think creatively, realize themselves, to strive to create moral values, based on responsibility and safety, and to build persistence and creativity. This article is devoted to the problem of development of the creativity of junior schoolchildren and the factors driving this process. The description of the project of Music creative workshops, which is one of the forms of pedagogical innovations, is presented. The project is carried out in one of the schools from the territory of the city Jastrzębie-Zdrój. Analyzing the received data the author notes that the program provisions of Musical creative workshops have become an attempt to implement innovative and at the same time appealing to kids and teachers, methods and forms of teaching music in schools. It is proved that actions based on the search, in the form of dance, singing or playing musical instruments had a positive impact on the child's behavior. In the full sense of security, acceptance and belief in their ability, the pupil can achieve much more; gain the confidence, positive motivation and pleasure. In addition, the author emphasizes the need to move forward, willing to accept new knowledge and skills to demonstrate the ability to cope with difficult situations, and to be resistant to adverse environmental influences. In such a situation, students will begin to notice the beauty in the various manifestations of culture and art, will be active participants in the culture and will take care of that with respect to other people. Summarizing the material presented, the author emphasizes that the child, that takes part in various creative projects has the ability to form his/her own position successfully in response to changes, to discover something new, and stay positive for the perception of the environment and life. The young person gets therefore faith in his/her abilities, strives to achieve his/her dreams. And indispensable guide for thepupil into the world of imagination will always be sensitive and creative teacher.
9
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Aplikacje interakcyjne Technologii Flash w Action Script 2.0 jako wprowadzenie do programowania obiektowego i strukturalnego

75%
KISIEL P.
Edukacja-Technika-Informatyka
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2011
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vol. 2
|
issue 2
209-214
PL
Niniejsze opracowanie jest próbą zwrócenia uwagi na trudności występujące w procesie nauczania informatyki. Młodzież w newralgicznym momencie, kiedy potrzebne jest porzucenie prostych aplikacji i rozpatrywanie problemów na poziomie wymagającym abstrakcyjnego, twórczego myślenia, traci zainteresowanie przedmiotem i łatwo się zniechęca. Problem taki jest zauważalny, zwłaszcza na lekcjach informatyki w szkołach średnich, kiedy rozpoczynamy zajęcia z podstaw algorytmiki i programowania. Wprowadzenie aplikacji technologii Flash w procesie nauczania ułatwiłoby płynne przejście od grafiki i aplikacji webowych poprzez język ActionScript, posiadający ogromne możliwości, do programowania w językach C++ czy Turbo Pascal. Możliwość prostego sterowania obiektami w języku ActionScript, połączona z efektownymi możliwościami ich wizualizacji, daje szansę inspirowania wiedzą podczas omawiania podstawowych algorytmów. Finalnie przyszli programiści stając przed rzeczywistymi wymaganiami klientów, możliwościami takiej czy innej technologii, a w końcu kodem źródłowym aplikacji, dysponować będą elastycznym podejściem w rozwiązywaniu problemów i ich wizualizacji, co ważne jest zwłaszcza w pracy zespołowej.
EN
This case study attempts to highlight the difficulties experienced in teaching information technology. In the key moment, when it is necessary to employ abstract and creative thinking, pupils, who are used to using simple applications, become disinterested in the subject. This problem is particularly prominent in the secondary schools when the concepts of programming and algorithm design are first introduced. Introducing Adobe Flash applications in the schools’ curriculum would ease transition from graphical and web applications through ActionScript, and ultimately lead to programming in C++, or Turbo Pascal. The ActionScript’s capability to manipulate objects, together with the ease of their visualisation, gives the ability to enthuse and inspire whilst demonstrating basic algorithms. Ultimately, future programmers, facing customer requirements, new technologies and application source code, will have at their disposal a flexible approach to problem visualisation and its potential solutions, both of these abilities are extremely important particularly whilst working within a team.
10

Human Capital and Potential to Increase its Creativity

75%
Galovská M.
Creative and Knowledge Society
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2015
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vol. 5
|
issue 2
1-11
EN
Article highlights the contribution of human capital, which is currently important for every business entity. In order to be an effective organization, it must have a human capital with creative potential. Creativity largely influences work and personal life balance and language skills. Therefore, in the first part of this paper, I concentrate on possibilities of increasing creativity of human resources and discuss the notion of human capital and creativity. Currently, if a business entity wants to be competitive and efficient, it must posses creative human resources. What are the possibilities of increasing creativity? Due to the global economic crisis, businesses prefer to reduce the cost of education. This tendency seems to be a very week one, even a dangerous one! The paper deals with the effectiveness of creative thinking and with the use of part of existing global environmental undertaking. The paper investigates in particular the language skills of human resources. I have compared the Slovak and Chinese language, as when operating on a given language, except others, human being is familiar with cultural differences in that particular language and can think within this framework, which creates a new perspective on problem solving in general, with a particular use in the respective organization (firm). In this article, I discuss and analyze the knowledge of human resource management and human capital theory. I use mainly comparative method and relational content analysis. The contribution is processed on the basis of Human Capital report (21). The main scientific objective is to highlight the language skills of the human resource and its link to creative thinking. Important issue seems to be a balance between professional and personal life, which forms an important basis for the development of creativity and creative thinking. Within the language skills, a specific highlight is dedicated to chromatic adjectives (colors) that are currently used in these languages, but also the idioms and phrases that are not possible to translate into another language.
11
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Perspektíva reálnych experimentov vo vzdelávaní

75%
Kozík T., Šimon M.
Dydaktyka informatyki
|
2015
|
vol. (10) 2015
125-132
SK
Reálny experiment v prírodovedných a technických predmetoch je ich významnou súčasťou. Umožňuje žiakovi/študentovi hlbšie pochopenie príčinných súvislostí medzi prírodovednými javmi a procesmi, ktoré sú predmetom skúmania technických odborov. Umožňuje pochopenie odvodenia teoretických vzťahov a predpovedania alebo predvídania vývoja procesov a chovania sústav za daných vnútorných a vonkajších podmienok. Vo vzdelávaní je experiment tým prostriedkom, ktorý významne pôsobí na rozvoj kreatívneho myslenia žiakov/študentov a na získavanie praktických zručností, ktoré budú potrebovať pri ich budúcom pracovnom uplatnení. Napriek tomu, že informačné technológie, ktoré v ostatných rokoch výrazne ovplyvňujú obsah, formy a prostriedky vzdelávania, reálne experimenty majú aj v súčasnosti svoje opodstatnenie vo vzdelávaní v prírodovedných a technických predmetoch.
EN
The real experiment in the natural and technical subjects is their important part. It allows pu-pils/students a deeper understanding of the causal relationship between natural science phenomena and processes that are investigated in technical fields. It also allows to understand the derivation of theoretical relationships and predicting and anticipating the development of the process and the be-havior of the system in different internal and external conditions. In education, the experiment is such means which significantly influences the development of creative thinking of pupils/students and on gaining practical skills needed in their future job. Although the information technologies in recent years greatly influence the content and forms of education, the real experiments have currently a justified use in the education in nature science and technical subjects.
12

АУКОВО-ДОСЛІДНИЦЬКА ДІЯЛЬНІСТЬ УЧНІВ В УМОВАХ РЕАЛІЗАЦІЇ КОМПЕТЕНТНІСНОГО ПІДХОДУ ДО НАВЧАННЯ МАТЕМАТИКИ

75%
Васильєва Д.
Педагогічні науки: теорія, історія, інноваційні технології
|
2016
|
issue 2(56)
196-202
EN
The article deals with the organization of research activities in the school. Research work at teaching mathematics is examined as creative intellectual activity of pupils. Skills of research activity are a necessary condition of the modern successful person’s existence and can be developed at the mathematics lessons. Pupils’ research work is the special type of educational activity, during which on the basis of theoretical and practical knowledge, abilities and skills, pupils work out the theoretical or applied scientific problems of different degree of complication and difficulty. The main idea of the article is to study how to induce an individual to active independent activity and creation at the mathematics lessons by means of research work. Pupils must get not only knowledge and abilities but also to accumulate experience in the process of studying mathematics. The use of laboratory works at the mathematics lessons demonstrates the applied aspect of mathematics, fastens intersubject copulas, promotes cognitive interest in mathematics, level of pupils’ independent and research activity, improvement of pupils’ mathematical preparation quality which provides the competence approach of mathematics teaching. It is useful to conduct laboratory works at the mathematics lessons, for example, in the 6 form while studying the topics “Circle”, “Mean arithmetic”, “Middle value of size”. The use of laboratory works at home is also useful as such the type of work is shown by the applied application of mathematics and aсtualize knowledge and pupils’ abilities, obtained above. Organizing of the laboratory home-work is possible at senior pupils’ school while studying of statistics. Implementation of laboratory work requires pupils’ ability to conduct the various measuring, determine unknown quantity from formulas, and also to evaluate the mean value of quantities and errors. Statistical treatment of measuring results is an extraordinarily useful and interesting task for senior pupils. The pupils’ laboratory works are described, which can be conducted by pupils independently at home without any special equipment. It’s “Irrational use of running water while brushing your teeth” for citizen pupils and “Sources of contamination of atmospheric air and ways of its renewal” for village pupils.
13

СОКРАТІВСЬКА ДІАЛОГІЧНА ЕВРИСТИКА ТА ЇЇ РОЗВИТОК У ЗАРУБІЖНІЙ І ВІТЧИЗНЯНІЙ ОСВІТІ

75%
Оксана Н.
Педагогічні науки: теорія, історія, інноваційні технології
|
2017
|
issue 5(69)
135-148
EN
This article provides an overview of the main ideas and technologies of Socratic dialogue heuristics and its development and modernization in the last century, especially in modern conditions. Nowadays, heuristic education with its priority of cognitive and creative activity and strong dialogic potential comes to replace the traditional, purely transmitter, anti-dialogic educational system. New innovative creations built on the Socratic dialogue heuristic education are analyzed, including performance and diagnostics of freely chosen and meaningful for students and pupils educational products, system developing of abilities to put educational questions, the use of dialogue in understanding and mastering the texts of lectures of “direct action”, sections of textbooks, in the development and application of diagnostic mechanisms for determining the quality of basic heuristic products. Socratic dialogue in its modern interpretation is a fundamental principle of creative thinking of students and teachers, turns monological, reproductive educational process into cognitive and creative, dialogic, constructive, creative heuristic activity. Dialogic education in western education and philosophical discourse goes beyond the teaching of science and is considered in the context of “global society”, “risk society”, “society global networks”. All these models of postindustrial society are based on the assumption of continuity and effectiveness of communications. Dialogic and heuristic Science Education interprets global education and global educational practices as polylogue in which information is often transformed not in new information, but vital meanings, thus requiring responsible attitude both to the selection of its content and its impact on people in teaching and intercultural relations. Today, more than ever timely the thought of Socrates and his followers is perceived that only through a constant search for the right answers to the questions a person stimulates a birth and development of creative thinking, and using heuristic dialogue we can create a deeper understanding of complex ideas than memorizing information. One of the most important functions of a teacher who uses advanced heuristics is encouraging the student to ask questions all the time of solution. In the correctly selected questions prior knowledge is already existed which is needed to solve this problem. However, only inquisitive, interested teacher who constantly improves himself can be named Socratic teacher. Such pedagogue during the dialogue provides a transition from old to new knowledge, from the famous to the unknown. This transition reflects the student’s creative work, which is an integral part of teaching heuristic.
14
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Creativity Development in the Process Professional Training of Higher Education Graduates of the „Pre-School Education” Bachelor’s Level

75%
Kurchatova A., Shapochkа K.
Viae Educationis
|
2022
|
issue 1
33-40
EN
The article considers the problems of creativity development of higher education students at a bachelor’s level in „Preschool Education” in professional training. Creativity is defined as an integrated quality of the future educator of preschool children in kindergarten, and the importance of creative thinking development during the assimilation of educational components of the professional direction is determined. Modern approaches to the problem of creativity and the selection of different types, factors and criteria suggest that this category has a multidimensional nature, and creativity itself is considered today a necessity in the life of modern man. The essence of the concept of „pedagogical conditions” is revealed. The pedagogical conditions for the effective development of creative thinking of future educators of preschool children that improve the quality of professional training in higher education are considered. Three conditions of creative thinking development of higher education students of the preschool profile are substantiated. They are the use of innovative pedagogical technologies, forms, methods and techniques for activating the creative potential of higher education students of „Preschool Education” speciality in the educational process of higher education institutions; ensuring the problematic nature of the educational process of future educators of preschool children; active practice-oriented activities of future educators of preschool children. Innovative pedagogical technologies and leading methods of work with future educators of preschool children are projects, quests, training sessions, and classes based on certain methods of the theory of inventive problems (MTIP). They allow teachers to guide students of higher education to self-improvement and self-realisation, creative activity, and future professionals to master their knowledge, skills, and abilities to solve specific educational problems in preschool, apply creative approaches, and develop communication and organisational skills. Modern approaches to the problem of creativity, the selection of different types, factors and criteria suggest that this category has a multidimensional nature, and creativity itself is considered today a necessity in the life of modern man.
15

Child Creativity in the Context of Education at Standard and Alternative Schools in Slovakia

75%
Szobiová E.
Acta Technologica Dubnicae
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2014
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vol. 4
|
issue 2
19-26
EN
The contribution gives a review of the research findings mapping (survey) the pupils’ creativity level. It provides information about education in alternative schools: Montessori, Waldorf and the Integrated Thematic Instruction (ITI), where the research was realised. The Torrance test (TTCT) and Urban test (TSD-Z) were used for the identification of pupils’ creativity. The procreative tendency of the teachers was examined by the Self-Rating Scale of the Creatively Oriented Personality (SRSCP). The comparison of pupils’ and teachers’ results from standard and alternative schools brought diverse results. Our findings regarding the creativity level of pupils attending the second grade of Montessori and Waldorf schools (N=50) in comparison with the children in standard schools suggest no significant differences. The pupils of the alternative classes of ITI (N= 206) achieved significantly higher scores of originality than those of standard schools (N=194). A link between the teachers’ creative orientation and their pupils’ creativity has not been found.
16
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Effects of an Empirical Cognition Development Programme on the Creative Thinking of Preschool Children

75%
Valovičová Ľ., Sollárová E.
The New Educational Review
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2020
|
vol. 60
85-95
EN
Inquiry-based education as a means of teaching has not been sufficiently studied in the context of empirical cognition in children of lower ages. The currently enhanced space for preschool science education creates possibilities to verify the applicability of physical experiment in the empirical cognition of preschool children and its effect on the development of their creative thinking. The developed Empirical Cognition Development Programme was implemented in kindergarten conditions and empirically verified in a quasi-experimental design on a sample of 102 children (2 experimental groups N = 71; 1 control group N = 31). To capture the level of creative thinking and its changes in children, the Torrance Figural Test of Creative Thinking (Torrance, 1974; Jurčová, 1984) was used. Results of comparative analyses showed a statistically and practically significant increase in the level of the creative thinking factors studied (fluency, flexibility, originality) in one of the experimental groups in comparison with the control group. The article discusses the results and implications for educational practice in the conditions of preschool education.
17
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Twórcze nauczanie i nauczanie do twórczości w doświadczeniach wykładowców innowatorów

63%
Okraj Z.
e-mentor
|
2023
|
vol. 102
|
issue 5
38-47
EN
Teaching students creatively and teaching them to creativity in the realities of the university requires from the academic teachers: willingness, invention, knowledge, skills and their own creative competences. Their highest level - related to the teacher's professional creativity - is the innovative activity related to the implementation of new didactic solutions into academic didactics. These innovations are the result of many years of creative didactic work carried out by academic teachers. This text contains excerpts from the results of research on the experiences of Polish academic teachers-innovators who have implemented new and valuable paradigms, strategies, concepts, models, workshops, teaching techniques, as well as accompanying didactic means and methods of student assessment, which are useful in the context of the course and outcomes of education. The theoretical and methodological concept of ESA (The Evolving Systems Approach to Creative Work) by Howard E. Gruber was used in the qualitative research. The use of multiple case studies, semi-structured interviews and analysis of the content of publications by the surveyed teachers and photos from classes conducted with students allowed the researcher to learn about the determinants of the creative work of teachers-innovators. One of the distinguishing features of the didactic workshops created by the surveyed teachers is creative teaching and teaching to creativity. In this process, the surveyed innovators use many didactic solutions, including those developed by themselves. The aim of this study is to describe and characterize them, as well as to inspire other academic teachers to activate students' creative thinking, which - as the research shows - can be a creative, attractive and rewarding activity for both students and teachers.
PL
Twórcze nauczanie studentów i nauczanie ich do twórczości w realiach uniwersytetu wymaga od nauczyciela akademickiego chęci, inwencji, wiedzy, umiejętności a także własnych kompetencji twórczych. Najwyższym ich poziomem – związanym z twórczością profesjonalną nauczyciela – jest działalność innowacyjna związana z implementacją do dydaktyki akademickiej nowych rozwiązań. Innowacje te są wynikiem wieloletniej, twórczej pracy dydaktycznej nauczycieli akademickich. Niniejszy tekst zawiera fragmenty wyników badań nad doświadczeniami polskich nauczycieli akademickich innowatorów, którzy wdrażali do dydaktyki akademickiej nowe i wartościowe, czyli użyteczne w kontekście przebiegu i efektów kształcenia: paradygmaty, strategie, koncepcje, modele, warsztaty, techniki kształcenia a także towarzyszące im środki dydaktyczne i sposoby oceniania studentów. W przeprowadzonych badaniach jakościowych zastosowano koncepcję teoretyczno-metodologiczną ESA (The Evolving Systems Approach to Creative Work) Howarda E. Grubera. Wykorzystanie w badaniach wielokrotnego studium przypadku, wywiadów semistrukturyzowanych oraz analizy treści publikacji autorstwa badanych nauczycieli i zdjęć z zajęć prowadzonych ze studentami pozwoliło badaczce poznać uwarunkowania twórczej pracy innowatorów. Jednym z wyróżników warsztatów dydaktycznych kreowanych przez badanych nauczycieli jest twórcze nauczanie i nauczanie do twórczości. Badani innowatorzy wykorzystują w tym procesie wiele – również wypracowanych przez siebie – rozwiązań dydaktycznych. Celem niniejszego opracowania jest ich opis i charakterystyka a także zainspirowanie innych nauczycieli akademickich do aktywizowania twórczego myślenia studentów, które – jak wynika z badań – może być działaniem twórczym, atrakcyjnym oraz satysfakcjonującym zarówno dla studentów, jak i nauczycieli.
18
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Uwarunkowania myślenia twórczego pracowników branży IT w świetle badań empirycznych

63%
Lipińska-Grobelny A.
e-mentor
|
2022
|
vol. 95
|
issue 3
43-51
EN
The aim of the presented research was to check what determines the creative thinking of IT employees. The concept is defined with reference to Urban's concept of creativity, the personality conditions are described using Costa and McCrae's five-factor model of personality, while the overview of the environmental conditions is based on Kolb's organisational climate approach. 224 programmers (110 women and 114 men) participated in the study and were asked to complete the following research tools with validated psychometric properties: Urban and Jellen's Test for Creative Thinking - Drawing Performance, Costa and McCrae's NEO-FFI Personality Inventory, and Kolb's Organisational Climate Questionnaire. The data obtained confirms the association of the programmers' creative thinking with openness to experience, conscientiousness and organisational climate, including demands and leadership. Gender modifies the relationships considered. The knowledge gained can help develop training programmes addressed to people who wish to develop their creative potential; it can also create an innovation-friendly organisational culture.
PL
Celem prezentowanych badań było sprawdzenie, co warunkuje myślenie twórcze pracowników branży IT. Pojęcie myślenie twórcze jest definiowane w odniesieniu do koncepcji twórczości Urbana. Z kolei uwarunkowania osobowościowe zostały opisane z wykorzystaniem pięcioczynnikowego modelu osobowości Costy i McCrae'a, a środowiskowe w odniesieniu do klimatu organizacyjnego w ujęciu Kolba. W badaniu uczestniczyło 224 programistów (110 kobiet i 114 mężczyzn), którzy zostali poproszeni o wypełnienie narzędzi badawczych o sprawdzonych właściwościach psychometrycznych. Były to: Rysunkowy Test Myślenia Twórczego Urbana i Jellena, Inwentarz Osobowości NEO-FFI Costy i McCrae'a oraz Kwestionariusz Klimatu Organizacyjnego Kolba. Otrzymane dane potwierdzają związki myślenia twórczego programistów z otwartością na doświadczenie, sumiennością oraz klimatem organizacyjnym, w tym wymaganiami i kierowaniem. Płeć modyfikuje rozpatrywane zależności. Wiedza, zdobyta dzięki badaniom, może przełożyć się na programy szkoleniowe adresowane do osób, które pragną rozwijać swój twórczy potencjał, z drugiej strony może kreować proinnowacyjną kulturę organizacyjną.
19
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Zależność kreatywności pracowników od elementów środowiska pracy

63%
Lipowska J.
Zarządzanie Zasobami Ludzkimi
|
2013
|
issue 1(90)
23-33
PL
Celem artykułu jest przedstawienie wpływu różnych elementów środowiska pracy na kreatywność i innowacyjność pracowników. Przedstawiono czynniki, które mają zarówno pozytywny, jak i negatywny wpływ na kreatywność pracowników. Istotne elementy to m.in.: styl zarządzania i komunikacji, atmosfera pracy, wsparcie organizacyjne dla innowacyjności. W artykule opisano także czynniki wpływające na kreatywność w pracy zespołowej. Omówiono także wpływ motywowania pracowników poprzez nagradzanie za ich kreatywność. Praktycy zarządzający pracownikami mogą znaleźć w artykule inspiracje dotyczące możliwości kształtowania elementów środowiska pracy, które zachęcają pracowników do zastosowania swoich twórczych zdolności w pracy.
EN
The objective of this article is to present the impact of various work environment factors on the creativity and innovativeness of employees. Factors with both a positive and negative influence on worker creativity are presented. Important elements include management style and communication, work atmosphere, and organizational support for innovativeness. The article also describes factors influencing creativity in terms of teamwork. The impact of employee motivation through rewarding creativity is also described. Practitioners responsible for employee management will find inspiration in this article relating to possibilities for molding work environment factors that encourage employees to apply their creative skills in their work.
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Twórcze podejście do nauczania i wspieranie rozwoju twórczego myślenia u uczniów w edukacji tradycyjnej oraz w edukacji zdalnej podczas pandemii Covid-19

63%
Słomińska M.
Zeszyty Naukowe Zbliżenia Cywilizacyjne
|
2021
|
vol. 17
|
issue 4
110-128
EN
The subject of creativity is widely understood and discussed in terms of education. This Article discusses the creative approach to teaching and the methods of developing student creativity. Attention is focused on creative thinking and creative problem solving. Examples of the use of methods which help to develop these competences in practice in pre-school and early-school education are provided. The issue of the Article is addressed in terms of traditional and online education.
PL
Zagadnienie twórczości jest szeroko rozumiane i omawiane pod kątem edukacji. Artykuł ten omawia twórcze podejście do nauczania oraz metody rozwijające twórczość uczniów. Uwaga została skupiona wokół zagadnień twórczego myślenia i twórczego rozwiązywania problemów. Podane zostały przykłady zastosowań metod rozwijających te kompetencje w praktyce zarówno w edukacji przedszkolnej, jak i wczesnoszkolnej. Problematyka artykułu rozpatrywana jest pod kątem edukacji tradycyjnej oraz zdalnej.
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