000126207 001__ 126207
000126207 005__ 20230525153329.0
000126207 0247_ $$2doi$$a10.1016/j.tsc.2020.100761
000126207 0248_ $$2sideral$$a121071
000126207 037__ $$aART-2021-121071
000126207 041__ $$aeng
000126207 100__ $$0(orcid)0000-0003-2223-277X$$aCalavia, M. Belén$$uUniversidad de Zaragoza
000126207 245__ $$aFostering creativity as a problem-solving competence through design: Think-Create-Learn, a tool for teachers
000126207 260__ $$c2021
000126207 5060_ $$aAccess copy available to the general public$$fUnrestricted
000126207 5203_ $$aAlthough there is no doubt about the relevance of creativity within education, theory has not been always translated into the practical level, for many reasons. In this paper we analyse the state of art, studying the methods through which creativity is understood and applied by teachers, and identifying problems and opportunities. Accordingly, we conducted a literature review to identify what should be considered to foster creativity in classrooms; from this review, we define fifteen key indicators of creativity in education: incorporation, practicality, novel, atmosphere, stimulation, analysis, cooperation, intrinsic motivation, participation, flexibility, uncertainty, time, divergence, self-evaluation, and redefinition. Based on these indicators, we provide a methodological proposal and a set of practical resources to help the teacher to encourage creativity in any classroom. ‘Think-Create-Learn’ relies on open, accessible, and intuitive design-based tools, facing challenges through a creative, problem-solving approach; connecting the contents with the student’s interests and reality; and generating new competency learning possibilities. The assessment of the methodology, with teachers and students, demonstrates its positive integration into the lines of current teaching curriculums, its validity to support mentioned factors, and its ability to aid teachers to produce more creative people. In short, this paper evidences how design discipline and the methodology proposed could have a relevant role in the creativity development inside educational centres.
000126207 536__ $$9info:eu-repo/grantAgreement/ES/DGA/T27-17R$$9info:eu-repo/grantAgreement/ES/MICINN/PTQ2018-010045
000126207 540__ $$9info:eu-repo/semantics/openAccess$$aby-nc-nd$$uhttp://creativecommons.org/licenses/by-nc-nd/3.0/es/
000126207 590__ $$a3.652$$b2021
000126207 591__ $$aEDUCATION & EDUCATIONAL RESEARCH$$b63 / 270 = 0.233$$c2021$$dQ1$$eT1
000126207 592__ $$a1.157$$b2021
000126207 593__ $$aEducation$$c2021$$dQ1
000126207 594__ $$a5.1$$b2021
000126207 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/acceptedVersion
000126207 700__ $$0(orcid)0000-0002-1831-3342$$aBlanco, Teresa$$uUniversidad de Zaragoza
000126207 700__ $$0(orcid)0000-0001-5316-8171$$aCasas, Roberto$$uUniversidad de Zaragoza
000126207 7102_ $$15008$$2785$$aUniversidad de Zaragoza$$bDpto. Ingeniería Electrón.Com.$$cÁrea Tecnología Electrónica
000126207 7102_ $$13001$$2193$$aUniversidad de Zaragoza$$bDpto. Expres.Music.Plást.Corp.$$cÁrea Didáctica Expr.Plástica
000126207 773__ $$g39 (2021), 100761 [18 pp.]$$pTHINKING SKILLS AND CREATIVITY$$tTHINKING SKILLS AND CREATIVITY$$x1871-1871
000126207 8564_ $$s1979424$$uhttps://zaguan.unizar.es/record/126207/files/texto_completo.pdf$$yPostprint
000126207 8564_ $$s2557876$$uhttps://zaguan.unizar.es/record/126207/files/texto_completo.jpg?subformat=icon$$xicon$$yPostprint
000126207 909CO $$ooai:zaguan.unizar.es:126207$$particulos$$pdriver
000126207 951__ $$a2023-05-25-14:25:27
000126207 980__ $$aARTICLE