Effects of divergent teaching techniques upon creative thinking abilities of collegiate students in agricultural systems management courses

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Title: Effects of divergent teaching techniques upon creative thinking abilities of collegiate students in agricultural systems management courses
Author: Norton, Matthew B.
Abstract: J .P . Guilford (1950 ) asked in his inaugural address to the American Psychological Association why schools were not producing more creative students . It has been this researchers experience that courses at institutions of higher education are geared to teaching knowledge , themes , concepts , or measures , and do not allow time for the students to develop original ideas . While current practice transfers a great deal of information to students , it hinders the ability of students to be creative in the disciplines . In agricultural education teacher certification programs , this method of teaching is not only hindering the ability of future teachers to think creatively , but their future students ability to think creatively . Baker , Rudd , and Pomeroy (2001 ) purported that educators must prepare a specific curriculum to increase students creative thinking ability . In a critique of Baker , Rudd , and Pomeroy (2002 ) , Wingenbach (2002 ) asks , What is the best approach for including the creative thinking process in agricultural education courses ? (p . 1 )Ž The purpose of this study was to increase the creative problem solving skills of undergraduate students at Texas Tech University in a mechanized agriculture classroom by utilizing divergent teaching techniques . The researcher utilized the Torrance Test of Creative Thinking for the data collection tool in this repeated measures design . The following constructs were addressed in the raw data : (1 ) fluency - the ability to develop substantial amounts of ideas and drawings ; (2 ) originality - the quality of newness that exists in something not done before ; (3 ) abstractness - the ability to create good titles and to fully capture the events of what the information is dealing with ; (4 ) elaboration - thought out or organized with thoroughness and careful attention to detail and ; (5 ) resistance to premature closure - the ability to keep an idea open long enough to build upon each idea . A measure of the students overall creativity based on the subjects grade level and gender has also been assessed . The population consisted of undergraduate student at Texas Tech University whose major course of study requires a course in welding and metalworking and /or students who have a special interest in welding and metalworking . A convenience sample (n= 18 ) was utilized for this qusi -experimental design . The researcher has described in detail the data collection schedule , and has laid out step -by -step instructions for administering three treatments designed to increase a persons ability to think in a divergent manner . These treatments consisted of The Sensory Connection , Brainwriting , and Brainsketching . Following the data analysis the researcher concluded that the results from this study showed a wide spectrum of results when looking at the examined constructs and three teaching techniques . Three of the examined constructs showed significant difference between the baseline measurement and the intervening treatments . It is recommended that alternate divergent teaching techniques be studied to determine their affects upon creative thinking , student satisfaction , and cognitive performance .
URI: http : / /hdl .handle .net /2346 /16811
Date: 2006-05

Citation

Effects of divergent teaching techniques upon creative thinking abilities of collegiate students in agricultural systems management courses. Master's thesis, Texas Tech University. Available electronically from http : / /hdl .handle .net /2346 /16811 .

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