Fostering students' mathematical creativity is important for their understanding and success in mathematics courses as well as their persistence in STEM, but it necessitates intentional instructional actions, such as designing and implementing tasks that have the potential to foster creativity. As teaching innovation requires support for…

A suitable way for teachers to present science content and foster creativity in less academically inclined students is by getting them to engage in design-based science activities and guiding them along the way. This study illustrates how a design-and-make activity was carried out with the aim of getting students to showcase their creativity while…

This article deals with the claim that teaching is an art. The particular view of art held by Heidegger is explored in an effort to find the meaning of art and of teaching. (CJ)

Prewriting involves the entire period of time (and necessary activities) which extends between knowing that one is going to write on something and knowing that one has found something specific and substantial to say about it. In classical rhetoric, prewriting is expressed by such terms as "inventio" (whereby the writer discovers ideas to…

The developer of Logo describes several creative ways in which the Logo programing language is being used to capitalize on its full potential. He also discusses biases and problems relating to Logo use which limit student creativity and self-learning. (MBR)

Courses designed to teach problem-solving and creativity, which are relatively new additions to college curricula, are discussed, along with their intellectual foundations and research on these two processes. The teaching of these processes involves the following course goals: teaching a specific subject, generally useful skills, and professional…

SIXTY SOURCES ON TEACHING METHODS, MOST PUBLISHED BETWEEN 1958 AND 1964, ARE REVIEWED AS A BASIS FOR POSSIBLE REVISION OF COLLEGE COURSES ON METHODS. EIGHT DEAL WITH DEFINITIONS OF INSTRUCTION AND TEACHING, FIVE WITH THE TEACHER, NINE WITH GROUPING, 15 WITH HEURISTIC METHODS, FOUR WITH PROBLEM SOLVING, AND 19 WITH CREATIVITY. A SUMMARY LISTS THE…

Background information to help K-12 teachers use objects found in the Smithsonian Institution or in other museums to stimulate students' creative thinking is provided. To encourage creative thinking, teachers must provide students with divergent problems, i.e., problems that are expansive, allow for a variety of responses, and have no fixed…

Museum objects can be the springboard for exercising critical thinking. There are four main thought processes associated with critical thinking: (1) fluent thinking, the ability to produce many ideas; (2) flexible thinking, the ability to view something in different ways; (3) original thinking, the ability to produce unique ideas; and (4)…

Ways by which teachers can enhance creativity skills of children in the classroom are addressed in this monograph. An overview of creativity first sets the stage for discussions on the child, curriculum, teacher, and environment. The goal is to show the many faces of the development of creativity in children and to recognize ways to enhance the…