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Description:
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The purpose of this study was to explore whether creativity can be nurtured in an
experiential learning environment at the college level . The study investigated how well
process -based creativity models and construct -based creativity models reflected creative
behavior in an experiential and team -based learning environment .
The research design included field observations , focus group interviews , student
questionnaires , and portfolio assessments . Study participants were selected students from
Texas A &M University’s College of Agriculture and Life Sciences .
Findings indicated that both process -based and construct -based creativity models
are good indicators of creative behavior .
Torrance’s creativity dimensions that emerged among students included problem
awareness , ability to produce and consider many alternatives , ability to put ideas into
context , ability to use humor , kinesthetic responsiveness , and ability to break through
boundaries . Treffinger’s creativity dimensions included sensitivity to problems , tolerance
of congruity , fluency , good research and management skills , cognition , memory , analysis ,
application , openness to experience , confidence , independence in inquiry , willingness to respond , and readiness for transformations . Dacey’s constructs included sensitivity to
problems , divergent thinking , convergent thinking , openness , independence of judgment ,
self guidance , and playfulness . Jackson and Messick’s constructs included analysis ,
intuition , openness , and reflection .
Study findings also indicated that all steps of the Osborn and Parnes processbased
creativity model were fully utilized in the experiential and team -based learning
environment .
As part of the effort to seek models of teaching and learning that encourage
students to be more creative while solving complex problems in the world of agriculture ,
findings of this study can be used to determine how creativity can be fostered through
experiential and team -based learning . |