Moods, Emotions and Creative Thinking: A Framework for Teaching.
By Douglas Newton. 2013
92 citations recorded by the source corpus.
Abstract When planning and teaching, attention is generally given to cognition while the effect of mood and emotion on cognition is ignored. But students are not emotionless thinkers and the effect can make a difference to their thought. This is particularly evident when attempting to foster creative thinking. This article draws on research to describe aspects of creative thought and problem-solving, moods and emotions, and some of their interactions. It uses these to construct a framework to help teachers of students at all levels plan for, think about, manage and mediate creative thinking in classrooms. The framework takes into account the flow of changing moods and emotions as tasks progress and accommodates individual thinking and collaborative group work. Implications for practice and teacher training are considered.
Subfields: Cognitive Neuroscience, Experimental and Cognitive Psychology, Social Psychology
View Paper: https://www.semanticscholar.org/paper/8bd6947c89e9818eccd7cdb1f5159da4646652c3
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Cognitive Neuroscience
Citations in the corpus
- OIDDE Learning Model: Improving Higher Order Thinking Skills of Biology Teacher Candidates. (2018, background): “The novelty, in science domain, is often explained as problem solving (Newton, 2013).”