At the K-12 level one assumes that mathematically gifted students identified by out-of-level testing are also creative in their work. In professional mathematics, "creative" mathematicians constitute a very small subset within the field. At this level, mathematical giftedness does not necessarily imply mathematical creativity but the…

Using an approach based on a Harvard study that found "when the whole body is involved, the number of brain cells brought to the learning activity doubles," the author offers over one hundred kinesthetic activities for classroom use. Activities are organized by content area, include directions for number of players, objective, and…

Following an introductory definition of "scientific ability and creativity", product-oriented, personality and social psychological approaches to studying scientific ability are examined with reference to competence and performance. Studies in the psychometric versus cognitive psychological paradigms are dealt with in more detail. These two…

This booklet presents an overview of Mission 21, a project that promotes technological literacy in the elementary school classroom. Funded since 1985, Mission 21 has enabled graduate research associates and Virginia teachers to write and field test a technology education program for children in grades 1 through 6. Over 30 elementary teachers in 11…

In brainstorming a group attempts to find a solution for a specific problem by amassing all the ideas spontaneously contributed by members. Brainstorming is recommended when the generation of ideas will be beneficial to the solution of problems. Four fundamental rules of brainstorming include: (1) criticism is not allowed during the thinking…

Cognitive theories of problem solving and suggestions made by cognitive psychologists regarding how to teach problem solving are reviewed. Theories and suggestions from creativity research are also considered. The results are summarized in terms of a description of how high levels of proficiency in problem solving are acquired and how problem…

The relationship between creativity and perception was examined in two studies that correlated a combined total of 11 tests of perception (e.g., figure-ground and physiognomy) and creativity (e.g., remote associates and figure preferences). Four of the tests dealt with perception, five with creativity, and two with both. Since several of the tests…

Investigates the problem solving processes of creative and noncreative students by analyzing their verbalizations while engaged in three problem solving tasks. (Author/DEP)

The annotated bibliography on Creativity--General/Classroom/Problem Solving contains approximately 85 abstracts and associated indexing information for documents or journal articles published from 1962 to 1975 and selected from the computer files of the Council for Exceptional Children's Information Services and the Education Resources Information…

The philosophy, purpose and methods of the Creative Problem-Solving Institute are discussed. (RW)

The study examines the role of conceptual tempo in creativity and problem solving. It was hypothesized that reflective children would do well on tasks involving evaluation components, while impulsive children would do well on typical creativity tasks. Results indicated no significant differences among the conceptual tempo groups. (Author)

Briefly discusses several frequently encountered barriers to learning--negative impact on inner self, threatening situations, rewards, and blockage of spontaneous exploration--from both theoretical and practical perspectives. Ways in which Logo is useful in removing these barriers are noted. (MBR)

Eighty preschoolers participated in a study of the usefulness of the lure-retrieval paradigm. Four treatment conditions were compared: In addition to play and training conditions, a questions condition and an alternative-materials control group were employed. Results prompted discussion of theoretical and methodological issues surrounding the…

Reported are studies designed to identify art and art-related experiences that enhance or reinforce cognitive development among kindergarten and first-grade children. These studies focus on conceptual thinking through transfer of image, creating thinking through clayforming, oral language through painting experiences, and letter recognition and…