Creativity in the Making

By Seana Moran, V. John-Steiner. 2003

133 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Human Factors and Ergonomics

View Paper: https://www.semanticscholar.org/paper/237e2f049ddb266ee8bee3cf6c4569ad28565658

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

In Human Factors and Ergonomics

Citations in the corpus

Ideational code‐switching: Walking the talk about supporting student creativity in the classroom (2007, background): “As Moran and John-Steiner (2003) have argued, creativity is a dynamic and transformative process.”
Possibility thinking: culminative studies of an evidence-based concept driving creativity? (2013, background): “In common with other creativity scholars (Eteläpelto and Lahti 2008; Moran and John-Steiner 2003; Rojas-Drummond, Albarran, and Littleton 2008), the PT work emphasises the influence of the social and cultural context in the construction of meaning and of creative endeavour.”
Rewriting the Language of Creativity: The Five A's Framework (2013, methodology): “Once expressed, these meanings and symbols are embodied in cultural artifacts—creative products—that endure over time to be used by future generations” (Moran & John-Steiner, 2003, p. 63).”
A Sociocultural Theory of Creativity: Bridging the Social, the Material, and the Psychological (2020, methodology): “Vygotsky’s method of double stimulation, in which additional stimuli are used to organize a contradictory situation, is also particularly fertile for sociocultural studies of creativity (Moran & John-Steiner, 2003), especially when material support is offered to scaffold new meanings.”
Beyond Big and Little: The Four C Model of Creativity (2009, background): “…with an “internalization or appropriation of cultural tools and social interaction. . . not just copying but rather a transformation or reorganization of incoming information and mental structures based on the individual’s characteristics and existing knowledge” (Moran & John-Steiner, 2003, p. 63).”
Theoretical and Pedagogical Perspectives on Orchestrating Creativity and Collaborative Learning. (2011, background): “According to Moran and John-Steiner (2003), the work of Vygotsky can be considered as path breaking from the point of view of defining collaborative dimensions of creativity.”