Enhancing Creative Capacity: How Engineering Students Learn Creativity

提高创造力：工科学生如何学习创造力

• 批准号: 0836024
• 负责人: J. Bruce Elliott-Litchfield
• 金额: $ 50万
• 依托单位: University of Illinois at Urbana-Champaign
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2008
• 资助国家: 美国
• 起止时间: 2008-10-01 至 2012-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0836024&HistoricalAwards=false
• 关键词: Enhancing; Creative; Capacity; How; Engineering

This Engineering Education Research project will examine the enhancement of personal creativity and determine how engineering students become more creative. Subjects will include first-year and fourth-year students and other students enrolled in classes on creativity. A variety of qualitative and quantitative methods, including both third-party instruments and methods developed by the research team, will be used. The study proposes a theory of creativity enhancement based upon strategic and iterative creating, presentation, feedback and reflection ? nurturing creation to foster creativity. Applying a set of strategies in practice develops creative competence, while tasks that spiral back to familiar cognitive terrain promotes confidence and development of creative identity. The understanding gained from the research about creativity enhancement will inform the teaching and learning process, particularly instructional design and methodology. The results will also provide a framework for the teaching and learning of creativity for large numbers of students and provide data to assist in decision making regarding whether development of creativity should earn a more established position in the engineering curriculum.

这个工程教育研究项目将研究个人创造力的提高，并确定工程专业的学生如何变得更具创造力。受试者将包括一年级和四年级的学生和其他参加创造力课程的学生。将使用各种定性和定量方法，包括第三方工具和研究小组开发的方法。 本研究提出了一种基于策略性和迭代性的创造、呈现、反馈和反思的创造力提升理论。培育创造力以培养创造力。在实践中应用一套策略可以发展创造性能力，而回到熟悉的认知领域的任务可以促进创造性身份的自信和发展。 从研究中获得的关于创造力提高的理解将为教与学的过程，特别是教学设计和方法提供信息。研究结果还将为大量学生的创造力教学提供一个框架，并提供数据，以帮助决策创造力的发展是否应该在工程课程中获得更既定的地位。