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There is great consensus on the teachers' role as to the implementation of creativity in class.
Assessments were mentioned as an impediment to the implementation of creativity by four German and two Japanese students.
Problems and obstacles to the implementation of creativity were rarely mentioned in the concept maps of the Japanese students.
In addition, three German, and four Japanese students mentioned the influence of the classroom atmosphere on the implementation of creativity, the assessment of adequacy and usefulness of creativity.
Curricula and assessments can hinder the implementation of creativity in the classroom which was confirmed by a study that included European teachers (Cachia & Ferrari, 2010, pp. 28/52).
Also, as it lays down guidelines for the subject-related contents, the timing and the diversity of methods, it can prove problematic for the implementation of creativity.
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In addition to the implementation and development of creativity, this included that the pupils gaining experience, acquiring knowledge, creating products, helping each other, discovering goals and solving problems.
This article introduced the implementation of art and creativity in robotics technologyas a part of human interactive technology studies.
This new formulation, based on the idea of conceptual space, redefines some terms and includes several types of concept properties (appropriateness and relevance), whose relationship facilitates the computational implementation of the transformational creativity mechanism.
It was used in guiding and assessing the teachers' preparation and implementation of lessons for creativity in a quasi-experimental design in one upper and one lower secondary school in Hanoi, Vietnam.
TTCT is used to evaluate creativity through divergent thinking [ 55], which is a key aspect of creativity and predictor of creative ability [ 56].
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