Creativity and Reason in Cognitive Development: The Relationship Among Schooling, Learning, and Creativity: “All Roads Lead to Creativity” or “You Can't Get There from Here”?

By R. Beghetto, Jonathan Plucker. 2006

95 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Experimental and Cognitive Psychology, Visual Arts and Performing Arts

View Paper: https://www.semanticscholar.org/paper/0302792c76052df151b6c4169ecec359b7d47e06

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In Cognitive Neuroscience

In Experimental and Cognitive Psychology

In Visual Arts and Performing Arts

Citations in the corpus

Teaching for Creativity Scales: An Instrument to Examine Teachers’ Perceptions of Factors That Allow for the Teaching of Creativity (2013, background): “Further, many researchers have voiced the potential for the standards movement to stifle students’ creative development (Beghetto & Plucker, 2006; Dobbins, 2009; Grainger, Barnes, & Scoffham, 2004; Hartley, 2003).”
Research on Giftedness and Gifted Education (2014, background): “After years of debate, a consensus is emerging that creativity has both content-general and content-specific characteristics, and that efforts to foster creativity should be designed accordingly (Beghetto & Plucker, 2006; Plucker et al., 2004).”
Ideational code‐switching: Walking the talk about supporting student creativity in the classroom (2007, background): “Mini-c conceptions of creativity are in alignment with contemporary constructivist views of student learning because they suggest that the process by which students construct knowledge and ultimately learn is, in fact, a creative process (Beghetto & Plucker, 2006; Cohen, 1989).”
Toward a broader conception of creativity: A case for "mini-c" creativity. (2007, background): “…included efforts aimed at understanding the everyday nature of creative thinking (e.g., Richards, Kinney, Benet, & Merzel, 1988; Runco & Bahleda, 1986), far less has considered the role that creativity plays in the development of new and personally meaningful knowledge (Beghetto & Plucker, 2006).”
Creative Learning: A Fresh Look (2016, background): “Being able to store and accurately recall information does not, in itself, suggest that one has developed a meaningful understanding of that information (Beghetto & Plucker, 2006).”
How teachers perceive factors that influence creativity development: Applying a Social Cognitive Theory perspective (2018, background): “Regarding the macro-environment, many researchers and teachers expressed concerns over promoting creativity within an environment designed for standardization (e.g., Beghetto & Plucker, 2006; Dobbins, 2009; Kampylis, Berki, & Saariluoma, 2009).”