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Creative climate and fostering creativity in 3rd and 4th grade of primary school

Simona Stariha (2020) Creative climate and fostering creativity in 3rd and 4th grade of primary school. MSc thesis.

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    In the master's thesis we focused on the teachers approaches for encouraging creativity and their impact on the creative climate and the shaping of students' creative self-image. In the theoretical part, we presented definitions of creativity and defined the personality characteristics that were those of a creative individual. We have described the impact on family and educational institutions on encouraging of an individual and the obstacles that prevented creative potentials. In the following, we carefully focused on the dimensions of the creative climate and introduced measures for successfully establishing a positive creative climate in the classroom. The research part of the master's thesis aimed at empirically determining the teacher's use of of approaches that encouraged classroom creativity and their impact on students self perception of creativity. We were interested in how students perceived the presence of a creative climate in the classroom and their opinion on how teachers encouraged their creativity in the classroom. The data was obtained with a questionnaire by Brazilian authors Alencar, Bruno-Faria and Fleith. Students of 3rd and 4th grade elementary schools in Bela krajina participated in a quantitative research. The results that showed the level of creative climate in the classroom explained that male and female students similarly experienced the level of creative climate that prevailed in the classroom. Which meant that they perceived that the teacher used approaches to encourage creativity, but not to the extent that students would like. Girls rated higher the level of creative climate that prevailed in the classroom, which we associated with feeling more creative and therefore more likely to believed that creativity is encouraged in the classroom as perceived by boys. Further analysis of the results also showed a positive correlation between the creative climate and creative self-image. Namely, the more students perceived that the creative atmosphere prevailed in the classroom and creativity is encouraged, the more they felt creative or better assessed their own creative self-image. Similarly, we found a positive correlation between the student’s assessment of the teacher’s approaches to promoting creativity and his assessment of his own creative self-image. The higher they rated students use of teachers approaches to fostering creativity, the higher they rated their creative self-image.

    Item Type: Thesis (MSc thesis)
    Keywords: creativity, creative teaching, creative learning, self-perception of creativity, creative climate
    Number of Pages: 65
    Language of Content: Slovenian
    Mentor / Comentors:
    Mentor / ComentorsIDFunction
    prof. dr. Mojca JuriševičMentor
    Link to COBISS: https://plus.si.cobiss.net/opac7/bib/peflj/29756931
    Institution: University of Ljubljana
    Department: Faculty of Education
    Item ID: 6446
    Date Deposited: 25 Sep 2020 10:38
    Last Modified: 25 Sep 2020 10:38
    URI: http://pefprints.pef.uni-lj.si/id/eprint/6446

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