Literaturnachweis - Detailanzeige
Autor/in | Tanggaard, Lene |
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Titel | A Situated Model of Creative Learning |
Quelle | In: European Educational Research Journal, 13 (2014) 1, S.107-116 (10 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1474-9041 |
DOI | 10.2304/eerj.2014.13.1.107 |
Schlagwörter | Models; Creativity; Correlation; Teaching Methods; Inquiry; Interests; Educational Principles |
Abstract | This article puts forward a situated model of creative learning. Most educational studies on creativity tend to concentrate on explaining the relation between teaching and creativity while keeping learning as a secondary concept. However, it has been stated that it is likely that teaching creatively leads to creative learning, suggesting that there is a need to describe the concept of creative learning and to analyse its possible constituents. Accordingly, this presentation introduces an empirically based and theoretically informed model of a creative learning community. The model is based on three key concepts or learning principles which can take different forms in particular settings and social practices. These are respectively: (1) Immersion in the topic of interest, in traditions and in the subject matter, (2) Experimentation and inquiry learning and (3) Resistance from the material of interest. As a theoretical point of departure, this presentation will outline a situated model of creativity and learning, and following this, will introduce a model of creative learning. This presentation will include several empirical examples. In the final part, the model will be discussed in relation to the concept of creative teaching. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |