As technologically gifted students apply their abilities to computer science, they naturally flow through the talent development stages of potential, competency, and expertise. Processes that have always been important for gifted students to learn as they develop potential are embedded in learning code, which engages the beginning programmer in…

Laying the foundation for future-ready skills can begin in early childhood. In a changing world, such preparation means engaging students in a different, more relevant manner.

Educators need to be wary of stifling imagination and creative thinking in our youngest learners. Education scholar Fang Gao discusses how it's not always about getting to the technically right answer, but allowing young learners to explore creative ways of thinking. She offers three ways to nurture this creativity.

Exercise times can enhance a variety of child learning goals and especially help some children with attention span difficulties to concentrate better on class lessons. Specific ways for teachers to create exercise sessions are suggested and how teachers can use exercise times to promote new word learning, creative imagination, as well as pride in…

The human capital in the Zimbabwean labour market lacks the capacities to critically and creatively address technological, economic and industrial challenges. The new education policy, Education 5.0 requires graduates to design solutions to these problems. This conceptual paper demonstrates that the required creative and critical skills necessary…

To prepare students for a tech-intensive future, educators cannot hold on to 20th-century learning practices. They must reimagine education and cultivate an updated skill set. Lessons led by caring educators will continue to help students be strong learners and critical thinkers; but "human" skills will equip them to handle an uncertain…

"Developing Creativity in the Classroom" applies the most current theory and research on creativity to support the design of teaching and learning. Creative thinking and problem solving are at the heart of learning and application as students prepare for innovation-driven careers. This text debunks myths about creativity and teaching…

Introduction: In this article, we want to point out what kind of pedagogical and didactic change is being recorded in Slovakia's education system and we will point out where it could go and develop to achieve positive results. This article is one of the upcoming outputs in the form of paper and study on the provision of structured, analytical and…

Active learning encompasses a broad range of pedagogical approaches involving the learner in every step of the educational process, with the objective of stimulating ownership and critical thinking skills, among others. This paper is the result of the work carried out by the European University Association (EUA) Learning & Teaching Thematic…

This paper provides insights into an initiative that offers graduate and professional students from across the University of Michigan the opportunity to participate in multi-disciplinary, problem-based classes that foster creative thinking, teamwork, and development of transferrable skills. The paper describes how, in order to improve student…

This paper first explains the concept of creativity, then reviews the domestic and foreign researches on creativity, and then discusses the importance and basic principles of cultivating creativity of middle school students. Finally, the paper puts forward the ways to cultivate the creativity of middle school students. The purpose of this paper is…

When we consider the ultimate goal of bringing innovation to our education programs, a key consideration is whether or not we are helping our students themselves become innovative, creative thinkers and actors.

Developing students' strengths while teaching the content required by national and state standards in science, technology, engineering, and mathematics (STEM) is challenging for classroom teachers. In the Cultivating Diverse Talent in STEM (CDTIS) project, the assessment results found in strength-based reports gave teachers the tools needed to…

This article describes the author's experience using SCAMPER, a creativity-building technique, in a creative problem-solving session that was conducted in an environmental conflict course to generate ideas for managing postconflict stability. SCAMPER relies on cues to help students connect ideas from different domains of knowledge, explore random…

The skills, knowledge, attitudes, motivations, and personality traits that lead to creative thinking and creative behavior do not exist--and do not develop--in a vacuum. They are inextricably tied to content, to domains, in particular, and they therefore vary by domains. The more we learn about creativity, the more we discover how domain specific…