Use CREACT discussions in classroom environments to develop students' creative performance¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The authors recommend that "discussions with CREACT can be conducted" in classroom environments to help develop students' creative performance and creative thinking, and it "is recommended to teachers and/or trainers that CREACT be used in the classroom or in any kind of teaching environments." Implementation as described in this study involved a classroom teacher trained in CREACT over two sessions guiding pre-planned lessons with a discussion form, with activity forms collected and checked after each lesson.

Design Implications¶

Context¶

Requirements¶

• The classroom teacher must be trained in CREACT and the research process before guiding lessons

Constraints¶

• Both existing studies were one group pretest-posttest designs classified as weak pre-experimental designs; controlled, randomized replication is recommended

Target Learners¶

• primary school students
• students across a variety of lessons and topics

Target Learning Goals¶

• creative thinking
• creative performance

Affordances¶

• Creact Teaching Tool

Related Strategies¶

• Give creativity greater importance in teaching environments, especially in the application dimension, and conduct more experimental studies

Examples¶

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Key Sources¶

• Akar, İ., & Şengil-Akar, Ş. (2013). The effectiveness of the Creative Reversal Act (CREACT) on students' creative thinking: Further evidence from Turkey. TOJET: The Turkish Online Journal of Educational Technology, 12(4). https://eric.ed.gov/?id=EJ1272859