Programa de intervención en representaciones de creatividad y motivación académica de adolescentes

Creativity and its promotion are widespread concerns in education. However, few efforts have been made to implement intervention programs designed to promote creativity and other related aspects (e.g., academic motivation). The Future Problem Solving Program International (FPSPI), aimed for training creativity representations and creative problem solving skills in young people, has been one of the most implemented programs. This intervention’s materials and activities were adapted for Portuguese students, and a longitudinal study was conducted. The program was implemented during four months, in weekly sessions, by thirteen teachers. Teachers received previous training for the program and during the program’s implementation. Intervention participants included 77 Basic and Secondary Education students, and control participants included 78 equivalent students. Pretest-posttest measures of academic motivation and creativity representations were collected. Results suggest a significant increase, in the intervention group, in motivation and the appropriate representations of creativity. Practical implications and future research perspectives are presented.A criatividade e sua promoção geram grande preocupação em educação. Contudo, poucos esforços têm existido para implementar programas destinados a sua promoção e de outros aspetos relacionados (e.g., motivação acadêmica). O Future Problem Solving Program International (FPSPI), criado para melhorar as representações de criatividade e a resolução criativa de problemas em jovens, tem sido um dos mais implementados. Os seus materiais e atividades foram adaptados para estudantes portugueses, efetuando-se um estudo longitudinal. O programa foi implementado durante quatro meses, semanalmente, por treze professores, que receberam formação antes e durante a implementação. O grupo experimental incluiu 77 estudantes do Ensino Básico e Secundário, apresentando o grupo de controlo 78 estudantes com características equivalentes. Os dados sobre a motivação e criatividade foram recolhidos num pré e pós-teste. Os resultados sugerem um aumento significativo na motivação e crenças apropriadas de criatividade no grupo experimental. Implicações práticas e perspectivas para investigações futuras são apresentadas.La creatividad y su promoción generan gran preocupación en educación. Sin embargo, han sido llevados a cabo pocos esfuerzos para implementar programas de promoción de la creatividad y otros aspectos (e.g., motivación académica). El Future Problem Solving Program International (FPSPI), creado para mejorar las representaciones de creatividad y la solución creativa de problemas en jóvenes, ha sido bastante implementado. Se adaptaron sus materiales y actividades para estudiantes portugueses, y se desarrolló un estudio longitudinal. El programa se implementó semanalmente durante cuatro meses por trece profesores, que recibieron formación antes y durante la implementación. El grupo experimental incluyó 77 estudiantes de Educación Primaria y Secundaria y el grupo de control incluyó 78 estudiantes con características semejantes. Los datos de motivación y creatividad fueron recogidos en un pre y post-test, sugiriendo un aumento significativo de motivación y creencias apropiadas sobre la creatividad en el grupo experimental. Se presentan implicaciones prácticas y perspectivas para futuras investigaciones.Fundação para a Ciência e a Tecnologia (FCT) - SFRH/BPD/80825/201

Introduction to the Volume

Creativity is a dynamic phenomenon (Corazza, GE. Creativity Research Journal, 28:258\u2013267 (2016)). Indeed, change is central to creativity and results in new thoughts, actions, and products (Beghetto 2016). Moreover, there is an exploratory nature to the creative process, which blends both inconclusiveness and achievement. In this way, the trajectory of potentially creative outcomes dynamically changes across time and is influenced by variations in the social, cultural, historical, and material features of the situation

Creativity talent development: Fostering creativity in schools

How do we prepare gifted students to be leaders who can tackle the complex social, environmental, medical, political, technological, economic and ethical challenges in our globalised society? International rhetoric about the importance of developing creativity in twenty-first century education in our current global climate often stands in stark contrast to educational systems that still emphasise performativity, standardised curricula and testing. Creativity has been conceptualised as a continuum with four forms of creativity: Big-C (eminent) creativity, Pro-c (professional) creativity, little-c (everyday) creativity and mini-c (intrapersonal) creativity. Educational creativity (ed-c) as an additional form of creativity, useful for discussions on creativity in education, is proposed in this chapter. Creativity’s relationship to intelligence and giftedness is also discussed in relation to two major schools of thought, namely, creativity as an essential component of intelligence/giftedness and creativity as a domain of intelligence/giftedness. The development of creativity has been largely the purview of stand-alone creativity training programs, which have been popular in gifted education and talent development programs. However, it is argued that teaching for creativity needs to be infused throughout the curriculum using empirical research of how education can develop students’ creative capacity. Findings from the literature about how creativity can be fostered in schools, as well as original research on environmental influences on students’ creativity, as reported by young people themselves in research conducted with students in selective secondary schools in Australia will be presented in this chapter. Understanding how highly creative students are creative to varying degrees, depending on how environments support or inhibit creativity, has practical implications for students, teachers, school administrators, teacher education and educational policy regarding how we can foster creative engagement and development of creative intelligence in schools.<br/