Creative Ability

1.ÖZETHemşirelerin Örgütsel Yaratıcılık Algıları ve Problem Çözme BecerileriÖğrencinin Adı: Mahmut BELERDanışmanı: Prof. Dr. Ayşe Nefise BAHÇECİKAnabilim Dalı: Hemşirelikte Yönetim Amaç: Hemşirelerin örgütsel yaratıcılık algıları ve problem çözme becerilerini belirlemek amacıyla yapıldı.Gereç ve Yöntem: Tanımlayıcı nitelikteki çalışma Manisa ilindeki Devlet Hastaneleri, Özel Hastaneler ve Üniversite Hastanesinde 30.03.2015 – 30.09.2015 tarihleri arasında yapıldı. Veri toplama aracı olarak Tanıtıcı Bilgi Formu, Örgütsel Yaratıcılık Ölçeği, Problem Çözme Envanteri kullanılmıştır. Verilerin değerlendirilmesinde, tanımlayıcı istatistiksel analizler, Student-t, Mann Whitney U, One-Way ANOVA, Tukey HSD, Kruskal Wallis Testleri ve değişkenler arasındaki ilişkilerin değerlendirilmesinde Pearson ve Spearman Korelasyon Analizleri kullanıldı.Bulgular: Hemşirelerin yaş ortalaması 34,35±6,81, %84,1’inin kadın, %76,9’unun evli, %47,9’unun ekonomik durumlarının orta, %49,3’ünün lisans mezunu, %63,...

Активізація когнітивних і креативних здібностей студента в умовах інноваційних змін в освіті Західноукраїнський національний університет Інноваційна динаміка світових освітніх тенденцій вимагає від сучасного педагога мобілізації професійного потенціалу та його адаптації відповідно

In recent years, cultivation of students' creativity is a widely recognized goal of modern education. Yet, various barriers hinder the expression of creative ability within the school context. The influence of many barriers that research has identified may vary within different cultural contexts as well as in relation to individual creative ability. In this regard, the present study investigated the perceived influence of certain barriers to creativity on Greek secondary students in terms of their gender and creative ability. For the purposes of the study, 152 young adolescents completed the translated version of Barriers to Personal Creativity (ALENCAR, 1996; MORAIS et al., 2014), while their creative potential was evaluated by the graphic-artistic scales of the Evaluation of Creative Potential Battery (EPoC). Results demonstrated that barriers such as lack of time and opportunities, inhibition, shyness and lack of motivation were perceived by participants as common obstacles that considerably affect their creativity, whilst social repression was reported to be affecting their creativity to a lesser degree.  In general, perceptions of obstacles to creativity did not appear to significantly affect students’ creative potential or gender. In this regard, the perceived high influence of specific inhibitors to creativity reflected a climate in Greek schools which in general seems to be of limited friendliness towards creativity. Thus, interventions for enhancing students’ creativity should focus on removing such barriers and improving the school climate.

Thesis (MPhil)--Stellenbosch University, 2018.ENGLISH SUMMARY : This study reports on an action research project I undertook at the Elizabeth Galloway Academy of Fashion together with 3rd year fashion design students. The focus of the study was the fostering of my design students’ creativity through reflective practices. Reflection on my previous teaching practices revealed challenging aspects which were hindering my design students’ creativity and this was used as a catalyst to introducing reflective practices into my teaching approach. This introduction of reflective practices, in turn, led me to adopting a change in my teaching practice from one of teaching creatively, to teaching for creativity. A thorough review of the relevant literature aided the design of lesson plans, incorporating dialogical reflective practices, focusing on critical friend discussions, peer group discussions, and one-on-one student facilitator feedback sessions. The action research study was conducted ove...