scholarly journals Dimensions of Creativity in Secondary School High-Ability Students

2021 ◽  
Author(s):  
Núria Arís Redó ◽  
Mª Ángeles Millán Gutiérrez ◽  
José-Diego Vargas Cano
Keyword(s):  
Secondary School ◽  
Significant Relationship ◽  
Creative Thinking ◽  
Secondary School Students ◽  
High Ability ◽  
School Students ◽  
Scientific Creativity ◽  
Future Studies ◽  
Teaching Learning ◽  
High Ability Students

Abstract: Abstract: The objective of this article is to analyze the dimensions of creativity concerning students with high abilities. Firstly a review of the most relevant scientific contributions on creativity is carried out. Next the dimensions of creativity in secondary school students who have been previously identified as high- ability students are analyzed. Those abilities associated to di-vergent thinking were assessed by means of the Torrance Test of Creative Thinking [19]. The flu-ency, flexibility and originality dimensions were assessed with the Scientific-Creative Thinking Test (TPCC, [7]). The results obtained evidence that high-ability students achieve greater scores in both the figurative creativity and scientific-creativity dimensions. A significant relationship between creativity and high ability can therefore be established. This study is of an exploratory nature and the results obtained contribute to develop future studies in application of its findings in the teaching-learning process..

scholarly journals Dimensions of Creativity in Secondary School High-Ability Students

2021 ◽  
Vol 11 (3) ◽  
pp. 953-961
Author(s):  
Núria Arís Redó ◽  
María Ángeles Millán Gutiérrez ◽  
José-Diego Vargas Cano
Keyword(s):  
Secondary School ◽  
Creative Thinking ◽  
Divergent Thinking ◽  
High Ability ◽  
School Students ◽  
Scientific Creativity ◽  
Educational Support ◽  
Future Studies ◽  
Teaching Learning ◽  
High Ability Students

The objective of this study was to analyze the dimensions of creativity in high-ability teenage students. Firstly, we reviewed the most relevant scientific contributions on creativity. Next, the dimensions of creativity in secondary school students who were previously identified as high-ability students were analyzed. The sample was obtained from 215 students, of which 31 were identified as high-ability students. The abilities associated with divergent thinking were assessed using the Torrance Test of Creative Thinking The fluency, flexibility, and originality dimensions were assessed with the Scientific-Creative Thinking Test. This study was conducted using a quantitative approach. Tests were administered during school hours from March to June 2019. They were corrected considering the protocols established by the original authors themselves. Data were analyzed using SPSS, version 24.0. The results provide evidence that high-ability students achieve higher scores in both the figurative-creativity and scientific-creativity dimensions. A significant relationship between creativity and high ability was therefore established. Students with high abilities and qualities require the educational support necessary to develop their talent. This study was of an exploratory nature and the results obtained contribute to developing future studies applying its findings in teenagers’ teaching–learning process.

scholarly journals Development Creative Thinking And Relation It Achievement School To The Secondary School Pupil

2018 ◽  
Vol 227 (3) ◽  
pp. 53-75
Author(s):  
M. Dr.. Qais Hamid Farha
Keyword(s):  
Secondary School ◽  
Significant Relationship ◽  
Creative Thinking ◽  
Secondary School Students ◽  
Research Result ◽  
Fifth Grade ◽  
School Students ◽  
School Pupil ◽  
Secondary School Pupil

 The Research aims at Identifying The degree of creative Thinking among Secondary School Students in Baghdad – Al Kerkh 3 Sector of education, are there Significant differences in creative Thinking in accordance with (Scholar Stage , gender) Variables , are there Significant Relationship Between Creative Thinking and Scholar Achievement . The research Sample encompasses (90) student in First, Third and Fifth grade in Secondary School. To achieve the research aims, the researcher used the Creative Thinking test of (Torrance). In The Light of The research result the researcher presents several recommendation and suggestion

scholarly journals Slumps and Jumps: Another Look at Developmental Changes in Creative Abilities

2016 ◽  
Vol 3 (1) ◽  
pp. 152-177 ◽  
Author(s):  
Jacek Gralewski ◽  
Izabela Lebuda ◽  
Aleksandra Gajda ◽  
Dorota M. Jankowska ◽  
Ewa Wiśniewska
Keyword(s):  
Secondary School ◽  
Creative Thinking ◽  
Secondary School Students ◽  
Developmental Changes ◽  
Assessment Criteria ◽  
Formal Schooling ◽  
Primary School Students ◽  
School Students ◽  
Creative Abilities ◽  
Nonlinear Pattern

AbstractThe aim of this study is the analysis of creativity changes across life, particularly the widely discussed crisis periods in the development of creative abilities. A large and diversified sample of Poles (N = 4898 aged from 4 to 21 years), at each educational stage of the Polish education system, from pre-schoolers, through primary school students, middle-school students, secondary-school students and finally university students completed the Test for Creative Thinking – Drawing Production. The observed changes showed a nonlinear pattern in the development of creativity with diverse declines and increases in creative abilities. These trends are different for each of the assessment criteria of the TCT-DP and at least three different trajectories were identified. The adolescent slump was confirmed for three of the 14 assessment criteria as well as the total TCT-DP score. What was not noted however was: a slump caused by entry into formal schooling, (age 6 vs 7), 4th grade slump, (age 9 vs 10) and 6th grade slump (age 11 vs 12). We discuss possible reasons for and consequences of the findings.

scholarly journals CORRELATION OF FLEXIBLE FLATFOOT AND Q-ANGLE AMONG SECONDARY SCHOOL STUDENTS BY USING DENNIS METHOD

2020 ◽  
Vol 8 (2) ◽  
pp. 44-49
Author(s):  
Hakim Ullah
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Strong Association ◽  
Cross Sectional Study ◽  
School Students ◽  
Flat Foot ◽  
Cross Sectional ◽  
Future Studies ◽  
Q Angle ◽  
Flexible Flatfoot

BACKGROUND AND AIMS Flat foot has been reported as the most occurring clinical foot complication among pediatrics with more than 40% prevalence worldwide. This rate of prevalence is increasing by 21% to 57% in children aged 3-6 years respectively. Therefore, aim of this study is to determine the correlation between flexible flat foot and Q-angle among secondary school students by using Dennis method. METHODOLOGY This cross sectional study was conducted on 52 participants, aged 11-16 years. Screening of flat foot among participants was determined through navicular drop test. The jack toe rising test was also used to discriminate in flexible and rigid flat foot. The participants having flexible flat foot were then recruited and evaluated on Dennis method of flat foot grading. RESULTS The demographic characteristics of participants were represented through frequency, mean and standard deviation. Moreover, strong correlation between flat foot and Q-angle was observed on right side, whereas moderate correlation was detected on left side of flat foot respectively (p<0.05). CONCLUSION It was concluded that flexible flat foot has strong association with Q-angle. However, future studies must be taken in to consideration for further assessment of flat foot.

scholarly journals MIND MAPPING: A METACOGNITIVE APPROACH TO ELEVATE ACHIEVEMENT IN MATHEMATICS OF SECONDARY SCHOOL STUDENTS

2021 ◽  
Vol 9 (7) ◽  
pp. 329-333
Author(s):  
Anupam Sain ◽  
Kusum
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Mathematics Learning ◽  
Basic Feature ◽  
Human Mind ◽  
Vital Role ◽  
School Students ◽  
Mind Mapping ◽  
Learning Mathematics ◽  
Teaching Learning

Metacognitive Strategies have always played a vital role in teaching learning process. Mathematical learning is solely based on these strategies. Several metacognitive approaches have been adopted by teachers to elevate the learning levels of students in mathematics. The basic feature of mathematics learning is to enable human mind to think logically. Mind mapping provides the students enough space to think about his thinking while learning mathematics. In this study the investigator aims find the answer for the question that how the learning levels of students can be augmented using Mind mapping as a metacognitive approach? For this an Experiment was conducted on secondary school students of Sangrur district in Punjab. This paper provides a brief overview of the study.

scholarly journals UPPER-SECONDARY SCHOOL STUDENTS’ APPROACHES TO SCIENCE EXPERIMENTS IN AN EXAMINATION DRIVEN CURRICULUM CONTEXT

2020 ◽  
Vol 19 (4) ◽  
pp. 523-535
Author(s):  
Tamirirofa Chirikure
Keyword(s):  
Secondary School ◽  
Scientific Reasoning ◽  
Secondary School Students ◽  
Procedural Knowledge ◽  
Upper Secondary School ◽  
Iterative Approach ◽  
School Students ◽  
Linear Approach ◽  
Upper Secondary ◽  
Teaching Learning

This research explored upper-secondary school students’ approaches when they engage in planning and conducting science experiments. Approaches to science experiments are important because they provide insight into students’ scientific reasoning and their enactment of scientific methods. An explanatory mixed-methods design was employed to determine and explain students’ approaches to science experiments. Data were generated by administering a 15-item Approaches to Science Experiments Questionnaire (ASEQ) on 211 participants and interviewing a smaller sample of 33. The linear approach was predominant while the divergent approach was least adopted by the participants. The teaching-learning context, substantive and procedural knowledge lead to specific approaches and the emergence of subcategories of the three broad approaches. Capable students engaged in a self-directed iterative approach while external help resulted in an assisted iterative approach. Rigid and contrived linear approaches were a result of time constraints, substantive and procedural shortcomings. Scattergun and blanking divergent approaches emerged from extreme weaknesses in substantive and procedural knowledge. Assessing practical skills through long-term projects is recommended to focus more on developing students’ scientific reasoning and process skills. Research with the ASEQ in other teaching-learning cultures, observing students in action and analysing their write-ups could provide deeper insights into approaches to science experiments. Keywords: science experiments, divergent approach, iterative approach, linear approach, mixed methods.

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