The evaluation of creativity from the perspective of subject matter and training in higher education: Issues, constraints and limitations
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- 作者：Sté ; phanie Fischera ; stephanie.fischer@univ-lille3.fr" class="auth_mail" title="E-mail the corresponding author ; stephaniefischer2004@yahoo.fr" class="auth_mail" title="E-mail the corresponding author ; David Ogetb ; david.oget@insa-strasbourg.fr" class="auth_mail" title="E-mail the corresponding author ; Denis Cavalluccib ; denis.cavallucci@insa-strasbourg.fr" class="auth_mail" title="E-mail the corresponding author
- 关键词：Higher education ; Evaluation ; Creativity ; Learning ; Professionalization
- 刊名：Thinking Skills and Creativity
- 出版年：2016
- 出版时间：March 2016
- 年：2016
- 卷：19
- 期：Complete
- 页码：123-135
- 全文大小：870 K
文摘
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Interdisciplinary dialogue on creativity is necessary to understand its functioning and evaluation.
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The main limits of creativity research result from its methodologies and an absence of contextualization.
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Creativity may be evaluated through three invariants that comprise the relationship to rules of individuals, a group and a context (social, cultural and discipline-related).
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The learning process for creativity in engineering students begins through their own portrayals of the creative process.
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The depictions of creativity by teachers and researchers participate at the limits and to the extent that it is possible to support creativity among engineering students.