Enhancing the creative process for learning in primary technology education

Webster, Alistair, Campbell, Coral and Jane, Beverley 2006, Enhancing the creative process for learning in primary technology education, International journal of technology and design education, vol. 16, no. 3, pp. 221-235.

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Title Enhancing the creative process for learning in primary technology education
Author(s) Webster, Alistair
Campbell, Coral
Jane, Beverley
Journal name International journal of technology and design education
Volume number 16
Issue number 3
Start page 221
End page 235
Publisher Trentham Books
Place of publication Stoke-on-Trent, England
Publication date 2006-09
ISSN 0957-7572
Keyword(s) analytical thinking
creativity
generative/non-generative
higher-order thinking
incubation period
Summary When undertaking design and technology activities, children are provided with opportunities to create solutions to problems in new and innovative ways. The mental processes involved in the generation of new ideas may be enhanced when children’s attention is not focussed and is allowed to wander in a relaxed and uncompetitive environment. Research indicates that the two mental states, generative and non-generative, cannot exist simultaneously. This paper reports on a research project which investigated the impact on children’s thinking when a period of non-focussed thinking became part of the technology process. The results support the previous proposition that a child’s non-generative/analytical mental state needs to give way to a generative state so that a child can be more fully creative. Moreover, from this study that documented children’s ideas during their involvement in a design and technology activity, teachers are urged to provide an incubation period as part of the technological process in the classroom, so that children’s creativity can be fostered.
Language eng
Field of Research 130306 Educational Technology and Computing
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2006, Springer
Persistent URL http://hdl.handle.net/10536/DRO/DU:30004014

Document type: Journal Article
Collection: School of Education
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