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 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 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 How Indonesian Students Use the Polya’s General Problem Solving Steps

2018 ◽  
Vol 8 (1) ◽  
pp. 39-48
Author(s):  
Hari Pratikno ◽  
Endah Retnowati
Keyword(s):  
Problem Solving ◽  
Mathematics Achievement ◽  
Secondary School ◽  
General Problem ◽  
High Ability ◽  
School Students ◽  
Junior Secondary School ◽  
Junior Secondary ◽  
Mathematical Problems ◽  
Low Ability

General problem-solving steps consist of understanding the problem, developing a plan, implementing the plan and checking the result. The purpose of this study is to explore how well Indonesia junior secondary school students apply these four steps in solving mathematical problems, especially on plane geometry topics. Using a qualitative approach, with a sample of nine students, of which three students were from the low mathematics achievement category, three from the medium and three from the high category, were given a test and instructed to write the answers to each question step by step. The results were described and categorized into four groups. The first group consisted of students who used all of the four steps. The second and the third were for students who used the first three steps or the first two steps respectively. The fourth group was for those who could only show the first step. The study indicated that for this sample the level of mathematic ability corresponded to how the students applied their problem-solving steps. It was found that students with high ability were included in the first group, while those with moderate ability were in the second group. Low ability students were categorized into group four. Nevertheless, there was one student with high ability who did not to do the checking step and there was one student with low ability who was able to develop a plan.

scholarly journals Americans Visualize Low-Ability Students as Lazy, Unmotivated, and Undeserving of Support

2019 ◽  
Author(s):  
Alexander S. Browman ◽  
David Miele
Keyword(s):  
Instructional Practices ◽  
General Public ◽  
Mental Representations ◽  
Academic Ability ◽  
Educational Policies ◽  
High Ability ◽  
Educational Support ◽  
Lower Ability ◽  
Low Levels ◽  
High Ability Students

The present research demonstrates that both members of the American public and educators can hold culturally-shared mental representations that they reflexively use to (1) subjectively identify particular students as possessing high or low levels of academic ability, and (2) determine which students should receive educational support and opportunities. Specifically, utilizing procedures designed to visually capture people’s mental representations, we first observed both the general public and educators possess qualitatively distinct representations of lower- and higher-ability students. Furthermore, representations of lower (versus higher) ability students captured from Americans and American educators were more likely to be identified by independent, naïve groups of Americans and American educators as low in academic ability, motivation, and potential, and as more likely to exhibit poor work ethic and problematic behavior in school. As a result, the lower (versus higher) ability student was more likely to be denied scholarship support by the American public (Study 5) and to be exposed to unsupportive instructional practices by teachers (Study 6). Finally, we found these effects to be consistent among those who reported both supporting and rejecting the notion that people with lower ability are inherently different and visually differentiable from those with higher ability. Overall, these findings support the notion that Americans hold mental representations of low- and high-ability students that, by virtue of their associations with important academic attributes, might influence both the treatment of individual students and broader educational policies and practices.

High-Ability Students’ Time Spent Outside the Classroom

2011 ◽  
Vol 22 (5) ◽  
pp. 720-749 ◽  
Author(s):  
Matthew C. Makel ◽  
Yan Li ◽  
Martha Putallaz ◽  
Jonathan Wai
Keyword(s):  
High School Students ◽  
Summer Program ◽  
High Ability ◽  
Participation Rates ◽  
Academically Talented ◽  
School Students ◽  
School Year ◽  
Research Findings ◽  
Academic Clubs ◽  
High Ability Students

This study considered how three groups of academically talented high school students—those who attended an academic summer program (TIP), those who qualified for the program but chose not to attend (QNA), and those who did not qualify (DNQ)—spent time outside the classroom. These groupings differentiated students by ability (QNA vs. DNQ) and attendance (TIP vs. QNA). Male–female comparisons were also conducted. By comparing participation rates across a variety of activities and by sex, the current study helps explain the lives of high-ability students outside the arena by which they are defined: their academic ability. Results reveal numerous group and sex differences based on how high-ability students spend their time outside the classroom. Females tended to participate more than males in activities that were generally positively associated with academic achievement, while also participating in more types of activities. Males, however, reported watching more TV and were less likely to participate in any activity. QNA students reported spending more time on academic-related activities, such as homework and academic clubs, than did DNQ students, indicating a generally higher interest in academic endeavors. However, the QNA and TIP groups differed only in their service club participation rates, indicating that attending a summer program is not associated with spending time outside the classroom differently during the school year. This research underscores the heterogeneity of different groups of high-ability students and suggests some caution when generalizing from research findings based only on program participants. Knowing how students spend their time can help parents, educators, and researchers understand and foster adolescent development.

Program Development for Disadvantaged High-Ability Students

2017 ◽  
Vol 40 (2) ◽  
pp. 87-95 ◽  
Author(s):  
Mihyeon Kim ◽  
Jennifer Cross ◽  
Tracy Cross
Keyword(s):  
Low Income ◽  
Personal Development ◽  
Lessons Learned ◽  
High Ability ◽  
School Students ◽  
University Professors ◽  
Staff Members ◽  
Enrichment Program ◽  
And Mathematics ◽  
High Ability Students

Examining lessons learned through 4 years of experience of hosting Camp Launch, a university-based residential science, technology, engineering, and mathematics (STEM) enrichment program for low-income, high-ability, middle school students, this article explores components of the program and offers suggestions for implementing programs that serve this population. The camp exposes students to a variety of learning activities, including academic classes in STEM area and writing, personal development class, evening classes beyond STEM areas such as art and drama, diverse physical activities, career conference, and field trips. For such a program to be successful, it is critical to find and develop good human resources, including teachers experienced with the population and counselors who are mature and effective communicators. Curriculum must be appropriate for high-ability students, and all staff members should be prepared to work with this special population. A network of collaborators, from university professors to museums, helps to make the program successful.

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