Martin, Sandra J
1.34 MB of textual records (PDF)
Audience: Undergraduate. -- Dissertation: Thesis (B. A.). -- Algoma University, 2002. -- Submitted in partial fulfillment of course requirements for PSYC 4105. -- Includes figures and tables. -- Contents: Literature review / Thesis.
Research indicates that if students are aware of their own ability to be creative and teachers are knowledgeable in ways to foster creativity then creativity can be increased, but it is not clear which techniques best develop this skill. Two approaches to developing creativity, direct practice and the SCAMPER (Gladding & Henderson, 1995) problem solving approach were compared in different grade five classrooms. Both intervention groups and a control group were pre-tested using the Torrance Tests of Creative Thinking (Torrance 1962). All 3 groups were tested after treatment. Results were inconclusive but some evidence of learning was observed. Even though decreases were recorded, treatment groups performed better overall. Further study is recommended using a longer treatment time.
