Education and Creativity

By D. Fasko. 2001

459 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/a43374cdea4029f7eae03e682bab683558872bd7

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In Cognitive Neuroscience

In Experimental and Cognitive Psychology

In Visual Arts and Performing Arts

Citations in the corpus

Ideational code‐switching: Walking the talk about supporting student creativity in the classroom (2007, background): “Similarly, Fasko (2001) has explained, "When students understand that their teachers 'value' creativity, then this message has a positive effect on creativity" (p. 323).”
The effectiveness of creativity training: A quantitative review (2004, background): “Although creativity training programs differ with respect to domain specificity, use of substantive models, and metatheoretical assumptions made about the nature of the creative act, most creativity training shares a common foundation (Fasko, 2001).”
Learning environments that support student creativity: Developing the SCALE (2018, background): “Students should have opportunities to engage as “professional inquirers” in a field of study in order to have a rich and meaningful learning experience (Fasko, 2001, p. 322).”
Model-Eliciting Activities as a Tool to Develop and Identify Creatively Gifted Mathematicians (2005, background): “Divergent thinking (Guilford, 1956) and evaluative thinking (Fasko, 2001) appear to be two prevalent descriptors of mathematical creativity.”
Promoting creativity and innovation in engineering education. (2015, background): “Fasko (2001) notes that “Parnes and Noller found that students who completed the sequence of creativity courses significantly outperformed comparable control students.”
Creative Self-Efficacy: Correlates in Middle and Secondary Students (2006, background): “For example, because there is evidence that many teachers devalue or fail to see the importance in supporting student creativity (Beghetto, in press; Fasko, 2001), teacher educators can work toward preventing the marginalization of student creativity in classrooms by helping prospective teachers…”
Enhancement of Creative Thinking Skills Using a Cognitive-Based Creativity Training (2017, background): “Many scholars emphasize the need for an additional cognitive ability, convergent thinking; that is, the cognitive process of deriving the single best, or most correct, answer to a problem or question (Fasko 2001; Guilford 1967; Nickerson 1999; Treffinger 1995).”
Rumination for innovation? Analysing the longitudinal effects of work-related rumination on creativity at work and off-job recovery (2017, methodology): “We used these controls as they have been shown to be relevant in studying rumination, recovery, and creativity (e.g. Fasko, 2001; Geurts, Beckers, & Tucker, 2014; Johnson & Whisman, 2014).”
Bridging generality and specificity: The amusement park theoretical (APT) model of creativity (2005, background): “Many writers also emphasize the importance of training in critical and/or evaluative thinking in creativity training (e.g., Baer, 1993, 2003; Fasko, 2001; Nickerson, 1999; Treffinger, 1995).”