Dos formas para estimular la creatividad

 

TAREA ESTRUCTURADA SIN TOMAR EN CUENTA EL ESTILO COGNITIVO DEL ALUMNO

• Perspectiva situacional
• Se estructura la tarea para incrementar la creatividad en el alumno.
• Se enfatiza en la socialización o en el trabajo en grupo para estimular la creatividad.
• Se adiestra en los procesos antes de hacer la tarea.
• Se organiza el entorno para facilitar la creatividad.
• Se planifica la tarea, procedimientos, planificación y la supervisión, se restringe para producier la creatividad.
• Modelo: Function follows functions.

ESTILO COGNITIVO ESTRUCTURADO EN EL ALUMNO

• Perspectiva personal
• Se da la tarea y se deja que los propios alumnos con su propio estilo cognitivo desarrollen su propia creatividad.
• Se selecciona personas con potencial creativo.
• Es el propio estudiante el que aplica sus reglas
• Torbellino de ideas, Blue Sky Techniques
• Modelo: Form follows function

Curriculum Design Principles

•  Provide students with novel inquiries that provoke them to raise causal questions for which they have no ready answer (but do have several previous experiences that are in some way analogous so that they can serve as hypothesis sources).
• Challenge students to propose several possible explanations (hypotheses/theories) to answer the questions.  Challenge students to design and carry out tests of their proposed explanations.
• Sequence experience so that the complexity of the explanations and test progresses from the observable and relatively simple to the non-observable and relatively complex.

Anton E. Lawson 

 

1. Promoting Creative and Critical Thinking Skills in Biology.  Bioscene March 2001 Vol 27 (1) p, 13-24.  Anton E. Lawson.

A model of Creative and Critical Thinking (Wallas, 1926, Koestler, 1964, Lawson, 1995)

 

Step 1: Puzzling observation or situation.

Step 2: Question or problem

Step 3: Several unsuccessful thought paths are attempted on a specific topic or problem.  Use the learning strategies.

Step 4: Incubation (let the students think and  work alone)

Step 5: Illumination (let the students share their thinking and do)

Step 6: Tentative idea to answer question or solve the problem

Step 7: Planned test or experimentation

Step 8: Expect result: what should happen, what is predicted.

Step 9: Compare and Observe results: what actually happened after test was conducted.

Step 10: Conclusion: the ideas are either supported or contradicted.

Start over if necessary in incubation and repeat the next steps until you find the solution.

1. Promoting Creative and Critical Thinking Skills in Biology.  Bioscene March 2001 Vol 27 (1) p, 13-24.  Anton E. Lawson.