Perceptions of creativity amongst university design tutors

The possibility to suppress the nonperturbative effects choosing the vary high multiplicity final state is discussed. The theoretical uncertainties and the experimental observable consequence of this choice are discussed

Teaching and learning creativity

Creativity is not an easy phenomenon to define and hence understand. Perhaps this is partly the reason why there seems to be ‘issues’ in creativity and design and technology education. Some approaches to understanding creativity have focused on one area, for example the cognitive approach. There are however, a number of researchers who suggest that there are many interrelated factors that seem to contribute towards understanding creativity. These have become known as multidisciplinary approaches. This paper outlines one such approach to creativity, Csickszentmihalyi’s ‘Systems Perspective’ for studying creativity. A number of implications and issues will be explored with respect to the teaching and learning of creativity in design and technology (D&T). The teacher it is argued, has a significant role in increasing the likelihood of creativity in the D&T classroom. This paper is limited to a small case study, but seeks to generate a debate in order to help demystify the phenomenon of creativity, how it may inform practice in the D&T classroom, and ultimately increase the likelihood of creativity for pupils studying D&T

The importance of classroom climate in fostering student creativity in Design & Technology lessons.

D&T educators have pointed to a ‘crisis’ in creativity within the subject. Research has indicated that organisational climate, defined as ‘the recurring patterns of behaviour, attitudes and feelings that characterise life in the organisation’, can help or hinder creativity. Hence ‘climate’ is a potential explanatory factor for the lack of creativity documented in student outcomes. This paper, therefore, explores whether the classroom climate experienced by secondary students (aged 11-16 years) in D&T lessons is conducive for creativity. Data are drawn from a number of sources including student (N=126) and teacher (N=14) interviews and student (N=4996) and teacher (N=69) questionnaires gathered across a total of 15 schools, as part of an ongoing Gatsbyfunded research and intervention project. Coded data and survey questions relating to the nine climate dimensions outlined in Ekvall and Isaksen’s climate model were identified. The paper focuses on two of these dimensions; challenge and freedom. The analysis revealed that students felt much of the work they do lacks challenge and freedom, hence they do not perceive the climate in their classrooms as conducive for creativity. Teachers’ perceptions differed somewhat and this is discussed with reference to the performativity culture in which they are located. Whilst acknowledging the difficulties this poses it is argued that, as the literature indicates climate is ‘in the hands of the manager’, teachers can change their practice to enable creativity to flourish. Tentative suggestions for ways forward are suggested

The Epistemological Differences Between a Teacher and Researcher: A personal journey illustrating second order action research

This keynote address tells the personal journey of a former teacher who is now involved in educational research. Educational research is topical at the moment in Design and Technology (D&T) Education, as many initial teacher training (ITE) courses make the transition to masters level accreditation, something endorsed by the teacher training and development agency (TDA) as a means of enhancing the status of the teaching profession. The implication being that ITE courses will develop a significant research component to their courses. This paper argues against relying on experience only, or anecdotal accounts as a means for understanding or explaining the nature of the phenomena being studied. The case for conducting educational research that is ‘systematically, sceptically and ethically’ (Robson, 2002) conducted, is seen as a means understanding human behaviour, in a way that leads to conclusions that are credible (Cohen, 2007). The author draws on his experience as both a teacher in school, and as a Principal Investigator of a large, Gatsby funded research project, which looked at creativity in design and technology which is influencing policy and practice both nationally and internationally

‘Oh yeah, yeah you get a lot of love hearts. The Year 9s are notorious for love hearts. Everything is love hearts.’ Fixation in pupils’ design and technology work (11-16 years)

This paper focuses on the design ideas generated by young people aged 11-16 years when solving design and technology problems. A number of methods including focus interviews with pupils and teachers, lesson observations and analysis of documents and pupils portfolios are used to help explain how pupils aged 11-16 years generate their design and technology ideas. The findings indicate that a significant number of pupils produced stereotypical design ideas such as love hearts and sports logos. This was the case regardless of their age and gender and happens at various stages when designing. A review of the creative cognition literature suggests that this occurs as a result of a normal way of thinking and is referred to as fixation. Fixation, that is, what it looks like and how it manifests itself in the D&T classroom is discussed in detail. Fixation was also found to manifest itself in other ways such as a strong desire to do the first idea that comes into your head. It is argued that an understanding of fixation gives insight into why pupils find it difficult to generate creative design ideas. As fixation can be overridden, we believe that the role of the teacher in this process is important. Aspects of current practice that might be problematic are begun to be considered

Technicians’ support: a crucial dimension for implementing creative change in D&T classrooms.

In the context of an ongoing research and intervention project ‘Subject Leadership in Creativity in Design and Technology’ funded by the Gatsby Foundation certain factors were identified as either supportive or hindering to the realisation of the main aim of the project which is introducing changes in teaching practices that help develop students’ creativity. To better understand these factors, participating teachers were interviewed regularly to discuss the progress made in their schools. In these interviews, teachers indicate the importance of the support of the technician in the D&T department and highlight the impact of this support on teachers’ adoption of the teaching practices which the project recommends for enhancing the possibility of students engaging in creative designs for the subject projects. It became clear that technicians needed to redefine their roles to be supportive to teachers during the process of change, yet this would only take place if technicians were involved in the change process from its outset. If these two conditions were met, the result was that technicians supported and facilitated students’ creativity. Hence, the paper highlights the importance of engaging the technician from the outset of change to ensure his/her support to the teachers and outlines possible ways for developing this kind of engagement

'...we're not designing for a specific user at key stage 3'. Teachers' lack of planning of user-centred tasks in Design and Technology at key stage 3 in England and implication this has for pupils’ understanding of complex design tasks

This paper discusses the importance of user-centred design by outlining its history , embodiment in national and international standards (for example, British Standards Institute, 2005) and its relevance in addressing the needs of an ageing population. It also outlines how a user-centred approach to design and technology has been part National Curriculum in England since 1989. Using data collected from two schools which includes, teacher interviews (n=4); pupil focus group interviews (12 pupils comprising 6 boys and 6 girls from two schools); a pupils survey (n=50) and departmental documents such as schemes of work, we found that many of the tasks teachers plan for students, do not provide them with the opportunities that allow for a user-centred approach. We discuss the implications of this and make some initial conclusions as part of our on-going research