A qualitative study of creative thinking using experiential learning in an agricultural and life sciences course

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dc.contributor.advisor Dooley , Kim en_US
dc.contributor.committeeMember Kenimer , Ann en_US
dc.creator Aboukinane , Chehrazade en_US
dc.date.accessioned 2010 -01 -15T00 :13 :14Z
dc.date.accessioned 2014 -02 -19T19 :31 :19Z
dc.date.available 2010 -01 -15T00 :13 :14Z
dc.date.available 2014 -02 -19T19 :31 :19Z
dc.date.created 2007 -12 en_US
dc.date.issued 2009 -05 -15 en_US
dc.identifier.uri http : / /hdl .handle .net /1969 .1 /ETD -TAMU -2410
dc.description.abstract 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 . en_US
dc.format.medium electronic en_US
dc.format.mimetype application /pdf en_US
dc.language.iso en _US en_US
dc.subject creative thinking en_US
dc.title A qualitative study of creative thinking using experiential learning in an agricultural and life sciences course en_US
dc.type Book en
dc.type.genre Electronic Dissertation en_US
dc.type.material text en_US
dc.format.digitalOrigin born digital en_US

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A qualitative study of creative thinking using experiential learning in an agricultural and life sciences course. Available electronically from http : / /hdl .handle .net /1969 .1 /ETD -TAMU -2410 .

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