让创造力显而易见:在生物医学科学教育中培养创造力的研讨会
Alice M Kim1, Jessica A Gibbons1, Caroline J Speed1
1Monash University, Biomedicine Discovery Institute, Clayton, Victoria, Australia.
概括
生物医学科学学生现在更好地理解创造力作为一个关键技能在研讨会后. 小说"钻石模型"提高了他们对创造力的认识.
科学领域:
- 生物医学科学教育教育教育教育
- 高等教育教学的教学.
背景情况:
- 生物医学科学学生经常误解创造力,将其与"自由"等同,而不是认知过程.
- 创造力是一个关键的就业技能和认知过程,适用于科学努力.
研究的目的:
- 评价一场旨在增强学生对创造力作为就业能力的理解的研讨会.
- 评估"钻石模型"对学生在科学中的创造力概念的影响.
主要方法:
- 一个介绍"钻石模型"的分离和融合思维的研讨会被交付给本科生化学生.
- 研讨会前后的调查和反思期刊被用来评估学生对创造力概念的变化.
主要成果:
- 超过65%的学生报告说,在研讨会后,他们对创造力的概念发生了变化.
- 学生们扩大了他们的定义,将创造力视为一种技能,并将科学视为一种创造性过程.
- 在"钻石模型"中明确标志着创意元素,这被认为是提高了学生的意识.
结论:
- 研讨会和"钻石模型"对学生对创造力的理解产生了积极的影响.
- 明确的指导和标志对于发展创造力作为科学教育中的技能至关重要.
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