1 STUDENTS CONCEPTIONS ABOUT CREATIVITY a CASE STUDY

1 STUDENTS` CONCEPTIONS ABOUT CREATIVITY: a CASE STUDY IN 3 RD CYCLE OF BASIC EDUCATION Aldina Rodrigues 1 1 Universidade de Trás-os-Montes (PORTUGAL) aldina_rodrigues@iol. pt aldinarodrigues 6@gmail. com e Alto Douro

2 BE WELCOME THANKFUL BY THE PRESENCE HOPE YOU LIKE!

3 Summary 1) Introduction 2) Experimental - Methodology 3) Participants 4) Questionnaire Survey 5) Results and Discussion 6)Conclusions

4 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

5 1) Introduction Environments Contexts about the use of tasks and Technology Analyzing conceptions students about Creativity concept

6 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

7 3) Participants 80 Portuguese students of 3 rd cycle of basic education Year 2013/2014 and school AG 1 Case I -17 students aged from 12 -14 Case II - 28 students aged from 12 -17 Year 2014/2015 and school AG 2 Case III-35 students aged from 12 -15

8 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)

9 5) Results and Discussion “What is creativity for you? ” Categories Case I (7 th year) Case II (8 th year) Case III (9 th 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%) Others Full In categorie others of expressions by type: to be free and fun; when you something to encourage someone and teacher of discipline.

10 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)

11 5) Results and Discussion Existence of different conceptions about concept of creativity Case I (7 th year) – Creativity is Imagination (53%) Results four investigations: Department for Education and Skills Romo Sternberg and Lubart Vygotsky

12 5) Results and Discussion Case II (8 th year) and Case III (9 th year) – Creativity is Create Something New and Different (61% and 69%) Results four studies: Ervynck Leikin Martínez Goswami Henriksen

13 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

14 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. [4] J. C. Kaufman y R. J. Sternberg, “Cambridge handbook of creativity”, New. York, Cambridge University Press, 2010. [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 15 [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, Mc. Graw-Hill, 2003. [37] M. Esteves, “Fazer investigação: contributos para a elaboração de dissertações e teses”, Porto Editora, 2006.

16 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.

17 END! THANK YOU VERY MUCH FOR YOUR ATTENTION!