期刊論文
Developing individual creativity for environmental sustainability: Using an everyday theme in higher education
- Developing individual creativity for environmental sustainability: Using an everyday theme in higher education
- Thinking Skills and Creativity, 33, 2019
- Pergamon Press
- 2019
- Creativity Development Environmental Sustainability Pro-ES Creativity Everyday Theme Higher Education Integrated Curriculum Chinese Context Sensitivity Problem-Finding Creative Problem Solving Self-Creating Life-Style Systems Thinking Future Thinking Re-Conceptualization Consensual Assessment Intrinsic Motivation Self-Determining Behaviors Low-Creativity Domain Dual Domain-Specific-General Creativity Education
-
- Hong Kong
-
- 1997.7 onwards
-
- 專上教育
- Creativity literature was criticized for its bias towards conventional areas (e.g. arts), and creativity studies in domains less concerned about creativity, such as environmental sustainability (ES), are rare. This study aimed to understand the development of "creativity for ES" (pro-ES creativity) of common tertiary students. Based on a pro-environmental behaviour model and a pro-sustainability competence model found in literature, a pro-ES creative learning curriculum was designed and integrated into an existing toy course in a university of Hong Kong. A total of 20 students from three cohorts were interviewed, and their feedback was analysed inductively with open-coding by the consensus of two experts. Together with their affecting factors, five learning outcomes emerged as attributes of pro-ES creativity: sensitivity and problem-finding; creative problem-solving abilities; affinity for self-creating life-style; creative systems thinking and futures thinking; and reconceptualization of creativity and ES. This study discovered that creativity, as a kind of self-actualization, had developed both individual competences and intrinsic motivation, which are conducive to life-long self-determining ES behaviours. This study informs the education field that the five attributes of pro-ES creativity can be enhanced in a curriculum based on a simple everyday theme. As such, pro-ES creativity education can be integrated into many existing curricula. Going beyond ES, this study shed light on creativity studies of other less popular areas. It suggested a dual domain-specific-general creativity education approach and a dual deductive-inductive research approach for developing creativity theories and curriculum of "low-creativity" domains. Copyright © 2019 Elsevier Ltd. All rights reserved.
-
- 英文
- 期刊論文
-
- 18711871
- https://bibliography.lib.eduhk.hk/tc/bibs/88a44faa
- 2019-11-01
最近的期刊論文
Mathematical ability at a very young age: The contributions of relationship quality with parents and teachers via children's language and literacy abilities期刊論文
Making sense of interdisciplinary general education curriculum design: Case study of common core curriculum at the University of Hong Kong期刊論文
Making the importance of libraries and librarians visible: An international online library skills initiative in response to COVID期刊論文
International perspectives on teacher induction: A systematic review期刊論文
Investigating career-related teacher support for Chinese secondary school students in Hong Kong期刊論文
International education 'here' and 'there': Geographies, materialities and differentiated mobilities within UK degrees期刊論文
Instructional practices and students' reading performance: A comparative study of 10 top performing regions in PISA 2018期刊論文
Intercultural education and sports: Teaching kabaddi in a multicultural setting in Hong Kong期刊論文