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STUDENTS` CONCEPTIONS ABOUT
CREATIVITY: a CASE STUDY IN 3RD
CYCLE OF BASIC EDUCATION
 Aldina Rodrigues1
 1Universidade de Trás-os-Montes e Alto Douro
(PORTUGAL)
 [email protected]
 [email protected]
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BE WELCOME
THANKFUL BY THE PRESENCE
HOPE YOU LIKE!
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Summary
1) Introduction
2) Experimental - Methodology
3) Participants
4) Questionnaire Survey
5) Results and Discussion
6)Conclusions
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1) Introduction
Important
development
of
Creativity in educational Context
Creativity is motivates the students
for learning and school success
Delineate strategies and teaching
methodologies
that
promote
creative thinking
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1) Introduction
Environments Contexts about the
use of tasks and Technology
Analyzing conceptions students
about Creativity concept
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2) Experimental
Methodology
Qualitative, interpretative and with
the case study
Three cases studies – Case I, Case
II and Case III
Questionnaire survey for data
analysis (one question)
Elaboration the categories of
analysis
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3) Participants
80 Portuguese students of 3rd cycle
of basic education
Year 2013/2014 and school AG1
Case I -17 students aged from 12-14
Case II - 28 students aged from 12-17
Year 2014/2015 and school AG2
Case III-35 students aged from 12-15
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4) Questionnaire Survey
Question seven about
conceptions of creativity:
study
“What is creativity for you?”
Questionnaire survey about eleven
questions (1-6 of age, gender,
school year and school success)
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5) Results and Discussion
“What is creativity for you?”
Case I
(7th year)
Case II
(8th year)
Case III
(9th year)
Imagination
9 (53%)
7 (25%)
9 (26%)
Create
Something new
and different
6 (41%)
17 (61%)
24 (69%)
2 (6%)
4 (14%)
2 (5%)
17 (100%)
28 (100%)
35 (100%)
Categories
Others
Full
In categorie others of expressions by type: to be free and fun; when you something to
encourage someone and teacher of discipline.
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5) Results and Discussion
Responses representatives
Creativity is the imagination we
have to accomplish the tasks (P
14, Case I )
For me creativity is having original
ideas and creating things (in this
case classes) that are somehow
motivating and in a way fun (P 5,
Case II)
They are new ideas, different from
the common ones (P 1, Case III)
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5) Results and Discussion
Existence of different conceptions
about concept of creativity
Case I (7th year) – Creativity is
Imagination (53%) Results four
investigations:
Department for Education and
Skills
Romo
Sternberg and Lubart
Vygotsky
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5) Results and Discussion
 Case II (8th year) and Case III (9th
year) – Creativity
is Create
Something New and Different (61%
and 69%)
 Results four studies:
 Ervynck
 Leikin
 Martínez
 Goswami
 Henriksen
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6) Conclusions
Participants conceptions about
creativity concept is:
Case I - Imagination
Case II and Case III – Create
Something New and Different
Development
studies
about
mathematical
creativity
conceptions
Futures
recommendations
Environment class and reflection
of teaching practices of teachers
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References

[1] T. Lubart, “Psicologia da criatividade”, Porto Alegre, Artmed, 2007.

[2] A. J. Starko, “Creativity in the classroom - schools of curious delight”, New
York, Routledge, 2010.

[3] A. Cornella y A. Flores, “La alquimia de la innovación”, Barcelona, Deusto,
2007.
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[4] J.C. Kaufman y R. J. Sternberg, “Cambridge handbook of creativity”,
NewYork, Cambridge University Press, 2010.
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[5] S.M. Wechsler, Revista portuguesa de Psicologia: teoria, investigação e
prática, 6(1), (2001) p. 215.

[6] X. Van Harpen y B. Sriraman, Educational Studies in Mathematics, 82(2),
(2013) p. 201.

[7] I. Pelczer y F.G. Rodríguez, The Montana Mathematics Enthusiast, 8(1),
(2011) p. 383.

[8] J. Cavalcanti, Saber (e) educar, 11(8), (2006) p. 89.

[13] L. Vygotsky, Journal of russian and east european psychology, 42(1),
(2004), p.7.

[14] R.J. Sternberg y T. I. Lubart, “Handbook of creativity”, London, Cambridge
University Press, 2000.

[15] M. Romo, “Psicología de la creatividad [Psychology of creativity]”,
Barcelona, Paidós, 2012.

[17] R. Cardarello y A. Gariboldi, “Creativity in pre-school education”, Itália,
Sern, 2013.
References
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
[18] P. Mishra y D. Henriksen, Tech trends, 58(1), (2014) p. 20.

[22] A.M. Martínez, “Ensino e aprendizagem: a subjetividade em foco”,
Brasília, 2012.

[27] B. Sriraman, “Theories of mathematical learning”, New York, Routledge,
2013.

[30] Department for Education and Skills, “The curriculum guidance for the
foundation stage”, London, 2000.

[31] L. Cohen, L. Manion y K. Morrisson, “Research methods in education (6ª
ed.)”, London, Routledge, 2009.

[33] F. Erickson, “Handbook of research on teaching”, New York, Macmillan,
1986.

[34] R. Stake, “The art of case study research”, California, Sage Publications,
1995

[35] L. Bardin, “Análise de conteúdo”, Lisboa, Edições 70, 1979.

[36] R. H. Sampieiri y C. F. Collado, “Metodologia de pesquisa (3.ª ed.)”, São
Paulo, McGraw-Hill, 2003.

[37] M. Esteves, “Fazer investigação: contributos para a elaboração de
dissertações e teses”, Porto, Porto Editora, 2006.
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References

[38] G. Acevedo, Revista Electrónica Iberoamericana sobre Calidad, Eficacia
y Cambio en Educación, 10, (2012), p. 212.

[39] G. Ervynck, “Advanced mathematical thinking”, Dordrecht, Kluwer, 1991.

[40] R. Leikin, “Creativity in mathematics and the education of gifted
students”, Rotterdam, Sense Publishers, 2009.

[41] A. Goswami, “Criatividade para o século 21: uma visão quântica para a
expansão do potencial criativo”, São Paulo, Aleph, 2012.

[43] E. Alencar y Z. Oliveira, Universal journal of educational research, 4(3),
2016 p. 555.

[44] M. Kong y N. Kang, International journal of science and mathematics
education, 8(5), 2012, p.821.
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END!
THANK YOU VERY MUCH
FOR YOUR
ATTENTION!