Activities Useful for Fostering Creativity: Singaporean Children's Views

• 영문명: Activities Useful for Fostering Creativity: Singaporean Children's Views
• 발행기관: 대한사고개발학회
• 저자명: Ai-girl Tan Lai-Chong Law
• 간행물 정보: 『The International Journal of Creativity & Problem Solving』제12권 제2호, 59~74쪽, 전체 16쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2002.10.31

영문 초록

Three hundreds and eighty five children (52.2% female, age range: 9-12 years) in Singapore rated the degree of usefulness of the activities for fostering creativity on a 5-Likert scale (1 = not very useful, 5 = very useful). They comprised Grade 4 (29.9%), Grade 5 (31.9%), and Grade 6 (38.2%) students of Singapore schools. Three clusters (C) were elicited from their responses. Cluster 1 (C1) was featured by fifteen "student-centered participatory activities". Children belonging to this cluster (26%) seemed to hold relatively similar conceptions of creativity with the experts. They seemed to understand that creativity challenges an individual's multiple competencies Cluster 2 (C2) was nearly characterized by all items, except verbal presentation, recess, listening to jokes, and video show with a final cluster center "3". Nearly one-third of the children (34%) did not seem to show distinct selective attitudes towards learning activities. Cluster 3 (C3) is defined as "everyday classroom activities" that focuses on teacher guidance, recitation, and independent learning. Forty-percent of the children belonged to a cluster (C3) resembling learning activities of the Singaporean everyday classroom of the upper elementary level. Singaporean children sit for two streaming examinations at the age of 10 (Grade 4) and at the age of 12 (Grade 6). During these years, teachers attempt to complete the syllabi as early as they can, so that children have ample time to do worksheets, and attend remedial classes, whenever necessary. Half of the fourth graders (n = 58, 50.4%) belonged to this cluster, indicating possible influences of the national streaming examination on their responses. Implications of the findings for fostering children's creativity in the classroom were presented.

목차

INTRODUCTION

METHOD

RESULTS

DISCUSSION

REFERENCES

키워드

Children's view Creativity Singapore Learning activity Everyday classroom