Developing Student Creativity in Geography Classes: Four "How to Do It" Papers for Classroom Teachers.

Autor/inn/en	Wragg, Paul H.; Allen, Rodney F.
Titel	Developing Student Creativity in Geography Classes: Four "How to Do It" Papers for Classroom Teachers.
Quelle	(1982), (37 Seiten)Verfügbarkeit
Beigaben	grafische Darstellung; Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Leitfaden; Unterricht; Lehrer; Creative Thinking; Decision Making; Ecology; Economics; Energy; Geography Instruction; Group Activities; Human Geography; Learning Activities; Physical Geography; Problem Solving; Productive Thinking; Secondary Education; Social Studies; Units of Study + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Kreatives Denken; Decision-making; Entscheidungsfindung; Ökologie; Volkswirtschaftslehre; Energie; Geography education; Geography lessons; Geografieunterricht; Gruppenaktivität; Humangeografie; Lernaktivität; Physische Geografie; Problemlösen; Produktives Denken; Sekundarbereich; Gemeinschaftskunde; Lerneinheit
Abstract	Four lessons for secondary school geography instruction focus on creative thinking through generating alternatives, imagining consequences, generating analogies, and creating products. In lesson 1 students lay out alternatives to solving a problem and decide the best course of action. Suggested activities include consideration of alternatives in providing free public schooling to aliens in Texas, insulating a solar water heater, and providing mass transit in an urban area. Suggestions for brainstorming techniques in ecology, geography, energy, and economic/geography units are also provided. Lesson 2 focuses on imagining consequences of personal and societal actions. Students generate consequences to such issues as raising the highway speed limit, giving Puerto Rico independence, and abolishing restrictions to immigration. Group activities involve scenarios requiring allocation of limited resources. In lesson 3, students create analogies to aid in unlocking long-term memory and projecting implications of various courses of action. Several worksheets involve students in creating simple and complex analogies. Lesson 4 focuses on producing creative products, using the criteria of the student's practical knowledge, originality, competence, moral or aesthetic sensitivity, and excellence. (KC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01