Desarrollo del pensamiento creativo en el ámbito educativo

Desarrollo del pensamiento creativo en el ámbito educativo

En el siglo XXI, el pensamiento creativo es asumido como esencial para abordar los desafíos de un mundo cada vez más globalizado e imprevisible. En este contexto, el pensamiento creativo adquiere un papel creciente en el desarrollo personal y la resolución de problemas cotidianos. En este artículo, abordamos el reto de incorporar el pensamiento creativo en la escuela. Para ello, discutimos el concepto de creatividad y abordamos tanto los factores favorables como las barreras que las instituciones educativas encuentran a la hora de querer incorporar la creatividad en sus clases. También analizamos algunos programas concretos de creatividad escolar y los factores que pueden estar a la base del éxito de estos programas en su vertiente práctica... Ver más

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Latinoamericana de Estudios Educativos

1900-9895

2500-5324

Moura de Carvalho, Themys de Cássia

Fleith, Denise de Souza

Almeida, Leandro da Silva

UNIVERSIDAD DE CALDAS

10.17151/rlee.2021.17.1.9

17

2020-01-01

164

187

Colombia

creatividad

desarrollo de la creatividad

innovación pedagógica

formación de profesores

pensamiento creativo

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spelling Desarrollo del pensamiento creativo en el ámbito educativo
Micklus, C. S., & Micklus, C. (1987). Odyssey of the Mind program handbook: Instructional manual for teams and coaches. Glassboro, NJ: Odyssey of the Mind.
Rigo, D. Y. y Donolo, D. (2017). El valor de utilidad de los contenidos escolares. Percepciones de los estudiantes de nivel primario. Psicodebate, 17 (1), 51-69.
Richardson, C., & Mishra, P. (2018). Learning environments that support student creativity: Developing the SCALE. Skills of thought and creativity, 27, 45-54.
Renzulli, J. S. (1986). The three-ring conception of giftedness: a developmental model for creative productivity. In: Sternberg, R. J., Davidson, J. E. (Eds.). Conceptions of giftedness (pp. 53-92). New York: Cambridge University Press.
Renzulli, J. S. (1973). The potential of talent in students of minority groups. Exceptional children, 39 (6), 437-444.
Renzulli, J. S. (2017). Developing creativity across all areas of the curriculum. In Beghetto, R. A. & Kaufman, J. C. (Eds.), Nurturing creativity in the classroom (pp. 23-44). New York, NY: Cambridge University Press.
Parnes, S. J. (1967). Creative behavior workbook. New York: Scribner.
Osborn, A. F. (1963). Applied Imagination: Principles and procedures of creative thinking (3ºed.). New York: Children of Charles Scribner.
Organisation for Economic Co-operation and Development (OECD). (2018). The future of education and skills: Education 2030. OECD. Recuperado de http://hdl.voced.edu. au/10707/452200
Nusbaum, E. C., & Silvia, P. J. (2011). Are intelligence and creativity really so different? Fluid intelligence, executive processes and the use of strategy in divergent thinking. Intelligence, 39 (1), 36-45.
Nakano, T. C., & Wechsler, S. M. (2018). Creativity and innovation: Skills for the 21st Century. Estudos de Psicologia (Campinas), 35 (3), 237-246.
Nakano, T. C. (2012). Criatividade e Inteligência em Crianças: Habilidades Relacionadas? Psicologia: Teoria e Pesquisa, 28 (2),149-159
Mumford, M. D. (2003).Where have we been? Where we go? Taking stock in the investigation of creativity. Creativity Research Magazine, 15 (2-3), 107-120.
Micklus, C., & Micklus, C. S. (1994). Odyssey of the Mind school program handbook. Glassboro, NJ: Odyssey of the Mind.
Martindale, C. (1989) Personality, situation and creativity. In Glover J. A., Ronning R. R., & Reynolds C. R. (Eds.), Handbook of Creativity. Perspectives on Individual Differences (pp. 211-232). Boston, MA: Springer.
Runco, M. A. (2007). To understand is to create: An epistemological perspective on human nature and personal creativity. In R. Richards (Ed.), Everyday creativity and new views of human nature: Psychological, social, and spiritual perspectives (pp. 91-107). Washington: American Psychological Association
Ma, H. H. (2006). A synthetic analysis of the effectiveness of single components and packages in creativity training programs. Creativity Research Journal, 18 (4), 435-446.
Lubart, T. I., Zenasni, F., & Barbot, B. (2013). Creative potential and its measurement. International Journal of Talent Development and Creativity, 1 (2), 41-51.
Lubart, T. I. (2018). Creativity through the seven cs. The nature of human creativity. In Sternberg, R. J. & Kaufman, J. C. (Eds.), The nature of human creativity (pp. 134-145). Cambridge: Press of the University of Cambridge.
Kim, K. H. (2005). Can only intelligent people be creative? Journal of Secondary Gifted Education, 16(2/3), 57-66.
Kim, K. H. (2019). Desmystifying creativity: What creativity isn’t and is? Roeper Review, 41 (2), 119-128.
Kaufman, J. C., & Beghetto, R. A. (2009). Beyond big and little: The four C model of creativity. Review of General Psychology, 13 (1), 1-12.
Kaufman, J. C. (2016). Creativity 101. New York: Springer.
Isaksen, S. G. & Treffinger, D. J. (2004). Celebrating 50 years of reflective practice: Versions of creative problem solving. Journal of Creative Behavior, 38 (2), 75-101.
Isaksen, S. G., Dorval, K. B., & Treffinger, D. J. (2011). Creative approaches to problem solving: A framework for innovation and change (3ºed.). Thousand Oaks, CA: Sage Publications.
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Guilford, J. P. (1950). Creativity. American psychologist, 5 (9), 444-454.
Guerra, M., & Villa, F. V. (2019). Exploration as a dynamic research-education strategy for creativity in schools. In Beghetto, R. A. & Corazza, G. E. (Eds.), Dynamic Perspectives on Creativity (pp. 101-116). Cham: Springer.
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Treffinger, D. J., Isaksen, S. G., & Stead-Dorval, K. B. (2006). Creative problem solving: An introduction. Waco, TX. Prufrock Press.
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Publication
Latinoamericana de Estudios Educativos
Ahmadi, N., Peter, L., Lubart, T., & Besançon, M. (2019). School Environments: Friend or Foe for Creativity Education and Research? In Muller, C. A. (Ed.), Creativity Under Duress in Education? (pp. 255-266). Cham: Springer.
En el siglo XXI, el pensamiento creativo es asumido como esencial para abordar los desafíos de un mundo cada vez más globalizado e imprevisible. En este contexto, el pensamiento creativo adquiere un papel creciente en el desarrollo personal y la resolución de problemas cotidianos. En este artículo, abordamos el reto de incorporar el pensamiento creativo en la escuela. Para ello, discutimos el concepto de creatividad y abordamos tanto los factores favorables como las barreras que las instituciones educativas encuentran a la hora de querer incorporar la creatividad en sus clases. También analizamos algunos programas concretos de creatividad escolar y los factores que pueden estar a la base del éxito de estos programas en su vertiente práctica, destacando que su aplicación resulta cada día más necesaria para el desarrollo del pensamiento creativo tanto en los profesores como en losalumnos.
https://creativecommons.org/licenses/by-nc-sa/4.0/
Español
Feist, G. J. (2006) The Psychology of Science and the Origins of the Scientific Mind. New Haven: Yale University Press.
Moura de Carvalho, Themys de Cássia
https://revistasojs.ucaldas.edu.co/index.php/latinoamericana/article/view/4272
Fleith, Denise de Souza
Almeida, Leandro da Silva
Universidad de Caldas
Almeida, L. S. (1996). Cognição e aprendizagem: como a sua aproximação conceptual pode favorecer o desempenho cognitivo e a realização escolar. Psicologia: Teoria, Investigação e Prática, 1, 17-32.
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creatividad
desarrollo de la creatividad
innovación pedagógica
formación de profesores
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Núm. 1 , Año 2021 : Enero-Junio
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pensamiento creativo
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creativity development
In the 21st century, creative thinking is considered essential to address the challenges of an increasingly globalized and unpredictable world. In this context, creative thinking takes on a growing role in personal development and solving everyday problems. In this article, the challenge of incorporating creative thinking in school is addressed. To do this, the concept of creativity is discussed and both favorable and inhibiting factors that educational institutions face when trying to incorporate creativity in their classes are analyzed. Also, some specific school creativity programs are analyzed as well as the factors that may be at the base of the success of these programs in their practical aspect, highlighting that their application is becoming more and more necessary for the development of creative thinking in both teachers and students.
creativity
Development of Creative Thinking in the Educational Field
pedagogical innovation
teacher training
creative thinking
Journal article
2021-01-01T00:00:00Z
https://revistasojs.ucaldas.edu.co/index.php/latinoamericana/article/download/4272/3929
2021-01-01T00:00:00Z
2020-01-01
1900-9895
2500-5324
10.17151/rlee.2021.17.1.9
164
187
https://doi.org/10.17151/rlee.2021.17.1.9
institution UNIVERSIDAD DE CALDAS
thumbnail https://nuevo.metarevistas.org/UNIVERSIDADDECALDAS/logo.png
country_str Colombia
collection Latinoamericana de Estudios Educativos
title Desarrollo del pensamiento creativo en el ámbito educativo
spellingShingle Desarrollo del pensamiento creativo en el ámbito educativo
Moura de Carvalho, Themys de Cássia
Fleith, Denise de Souza
Almeida, Leandro da Silva
creatividad
desarrollo de la creatividad
innovación pedagógica
formación de profesores
pensamiento creativo
creativity development
creativity
pedagogical innovation
teacher training
creative thinking
title_short Desarrollo del pensamiento creativo en el ámbito educativo
title_full Desarrollo del pensamiento creativo en el ámbito educativo
title_fullStr Desarrollo del pensamiento creativo en el ámbito educativo
title_full_unstemmed Desarrollo del pensamiento creativo en el ámbito educativo
title_sort desarrollo del pensamiento creativo en el ámbito educativo
title_eng Development of Creative Thinking in the Educational Field
description En el siglo XXI, el pensamiento creativo es asumido como esencial para abordar los desafíos de un mundo cada vez más globalizado e imprevisible. En este contexto, el pensamiento creativo adquiere un papel creciente en el desarrollo personal y la resolución de problemas cotidianos. En este artículo, abordamos el reto de incorporar el pensamiento creativo en la escuela. Para ello, discutimos el concepto de creatividad y abordamos tanto los factores favorables como las barreras que las instituciones educativas encuentran a la hora de querer incorporar la creatividad en sus clases. También analizamos algunos programas concretos de creatividad escolar y los factores que pueden estar a la base del éxito de estos programas en su vertiente práctica, destacando que su aplicación resulta cada día más necesaria para el desarrollo del pensamiento creativo tanto en los profesores como en losalumnos.
description_eng In the 21st century, creative thinking is considered essential to address the challenges of an increasingly globalized and unpredictable world. In this context, creative thinking takes on a growing role in personal development and solving everyday problems. In this article, the challenge of incorporating creative thinking in school is addressed. To do this, the concept of creativity is discussed and both favorable and inhibiting factors that educational institutions face when trying to incorporate creativity in their classes are analyzed. Also, some specific school creativity programs are analyzed as well as the factors that may be at the base of the success of these programs in their practical aspect, highlighting that their application is becoming more and more necessary for the development of creative thinking in both teachers and students.
author Moura de Carvalho, Themys de Cássia
Fleith, Denise de Souza
Almeida, Leandro da Silva
author_facet Moura de Carvalho, Themys de Cássia
Fleith, Denise de Souza
Almeida, Leandro da Silva
topicspa_str_mv creatividad
desarrollo de la creatividad
innovación pedagógica
formación de profesores
pensamiento creativo
topic creatividad
desarrollo de la creatividad
innovación pedagógica
formación de profesores
pensamiento creativo
creativity development
creativity
pedagogical innovation
teacher training
creative thinking
topic_facet creatividad
desarrollo de la creatividad
innovación pedagógica
formación de profesores
pensamiento creativo
creativity development
creativity
pedagogical innovation
teacher training
creative thinking
citationvolume 17
citationissue 1
citationedition Núm. 1 , Año 2021 : Enero-Junio
publisher Universidad de Caldas
ispartofjournal Latinoamericana de Estudios Educativos
source https://revistasojs.ucaldas.edu.co/index.php/latinoamericana/article/view/4272
language Español
format Article
rights http://purl.org/coar/access_right/c_abf2
info:eu-repo/semantics/openAccess
https://creativecommons.org/licenses/by-nc-sa/4.0/
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Renzulli, J. S. (1973). The potential of talent in students of minority groups. Exceptional children, 39 (6), 437-444.
Renzulli, J. S. (2017). Developing creativity across all areas of the curriculum. In Beghetto, R. A. & Kaufman, J. C. (Eds.), Nurturing creativity in the classroom (pp. 23-44). New York, NY: Cambridge University Press.
Parnes, S. J. (1967). Creative behavior workbook. New York: Scribner.
Osborn, A. F. (1963). Applied Imagination: Principles and procedures of creative thinking (3ºed.). New York: Children of Charles Scribner.
Organisation for Economic Co-operation and Development (OECD). (2018). The future of education and skills: Education 2030. OECD. Recuperado de http://hdl.voced.edu. au/10707/452200
Nusbaum, E. C., & Silvia, P. J. (2011). Are intelligence and creativity really so different? Fluid intelligence, executive processes and the use of strategy in divergent thinking. Intelligence, 39 (1), 36-45.
Nakano, T. C., & Wechsler, S. M. (2018). Creativity and innovation: Skills for the 21st Century. Estudos de Psicologia (Campinas), 35 (3), 237-246.
Nakano, T. C. (2012). Criatividade e Inteligência em Crianças: Habilidades Relacionadas? Psicologia: Teoria e Pesquisa, 28 (2),149-159
Mumford, M. D. (2003).Where have we been? Where we go? Taking stock in the investigation of creativity. Creativity Research Magazine, 15 (2-3), 107-120.
Micklus, C., & Micklus, C. S. (1994). Odyssey of the Mind school program handbook. Glassboro, NJ: Odyssey of the Mind.
Martindale, C. (1989) Personality, situation and creativity. In Glover J. A., Ronning R. R., & Reynolds C. R. (Eds.), Handbook of Creativity. Perspectives on Individual Differences (pp. 211-232). Boston, MA: Springer.
Runco, M. A. (2007). To understand is to create: An epistemological perspective on human nature and personal creativity. In R. Richards (Ed.), Everyday creativity and new views of human nature: Psychological, social, and spiritual perspectives (pp. 91-107). Washington: American Psychological Association
Ma, H. H. (2006). A synthetic analysis of the effectiveness of single components and packages in creativity training programs. Creativity Research Journal, 18 (4), 435-446.
Lubart, T. I., Zenasni, F., & Barbot, B. (2013). Creative potential and its measurement. International Journal of Talent Development and Creativity, 1 (2), 41-51.
Lubart, T. I. (2018). Creativity through the seven cs. The nature of human creativity. In Sternberg, R. J. & Kaufman, J. C. (Eds.), The nature of human creativity (pp. 134-145). Cambridge: Press of the University of Cambridge.
Kim, K. H. (2005). Can only intelligent people be creative? Journal of Secondary Gifted Education, 16(2/3), 57-66.
Kim, K. H. (2019). Desmystifying creativity: What creativity isn’t and is? Roeper Review, 41 (2), 119-128.
Kaufman, J. C., & Beghetto, R. A. (2009). Beyond big and little: The four C model of creativity. Review of General Psychology, 13 (1), 1-12.
Kaufman, J. C. (2016). Creativity 101. New York: Springer.
Isaksen, S. G. & Treffinger, D. J. (2004). Celebrating 50 years of reflective practice: Versions of creative problem solving. Journal of Creative Behavior, 38 (2), 75-101.
Isaksen, S. G., Dorval, K. B., & Treffinger, D. J. (2011). Creative approaches to problem solving: A framework for innovation and change (3ºed.). Thousand Oaks, CA: Sage Publications.
Hennessey, B. A., & Amabile, T. (2010). Creativity. Annual Review of Psychology, 61, 569-598.
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