元认知
终结性评价
创造力
流利
心理学
独创性
创造性思维
数学教育
认知
形成性评价
社会心理学
神经科学
作者
Ryan A. Hargrove,John L. Nietfeld
标识
DOI:10.1080/00220973.2013.876604
摘要
This study examined the impact of teaching creativity in the form of associative thinking strategies within a metacognitive framework. A representative sample of 30 university design students was selected from a larger section (N = 122) to participate in a 16-week supplemental course. Each week a new creative thinking strategy was integrated with activities to encourage metacognitive skill development. Upon completion of the course the treatment group had significantly higher scores on fluency and originality measures compared with their matched peers. In addition, students in the treatment condition received higher ratings on a summative domain-specific project judged by external design experts. Metacognitive Awareness Inventory scores increased for the treatment group but were stable over time for the comparison group.
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