Affiliation:
1. Bowling Green State University, USA
Abstract
J.P. Guilford in 1950 inquired as to why American schools were not producing more creative people. However, this is not just an American issue. There is increasing interest and work in this area internationally. In fact, Craft (2005) pointed out that policy makers, educators and researchers globally see the teaching of creativity is important in education. This chapter presents a review of past and current research and practice here and abroad on developing creative thinkers in our schools from the primary through secondary grades. Relationships will be described between creativity and learning, motivation, personality, insight, metacognition, and academic achievement. Techniques for developing creative thinking will be emphasized and elucidated. Study of the development of creative thinking in our schools is important because it will help educators determine how to improve P-12 students' skills and dispositions to become the innovators and entrepreneurs of the future. The chapter will end with a discussion of implications for future research and practice.
Reference82 articles.
1. The Social Psychology of Creativity
2. Motivational synergy: Toward new conceptualizations of intrinsic and extrinsic motivation in the workplace
3. American Psychological Association Presidential Task Force on psychology in Education. (1993). Learner-centered psychological principles: Guidelines for school redesign and reform. Washington, DC: American Psychological Association and the Mid-continent Regional Education Lab.