Creativity in education: Clearness in perception, vigorousness in curiosity
| dc.contributor.author | Gürdal Tamdogon, Oya | |
| dc.date.accessioned | 2019-04-24T12:33:12Z | |
| dc.date.available | 2019-04-24T12:33:12Z | |
| dc.date.issued | 2006 | |
| dc.description.abstract | This article is based on the proposition that a process of creativity may be experienced in education in situation where an individual’s (learner’s) perception is kept clear and his curiosity is vigorous. An attempt to clarify this proposition is made through the ‘conceptual approach’ and/or paradigm that we put forward as the ‘5C model’. The 5C model, as stated above, is a ‘conceptual approach’ and/or paradigm where “C”s stand for “connectivity”, “content”, “community”, “communication” and “commerce” (value), each representing a distinct value, which complement each other and which should be taken in the order given here. In this study, the approach was tested by use of a ‘brainstorming’ session with undergraduate students to provoke questions regarding the practical application of the need for “keeping clearness in perception and vigorousness in curiosity for a creative education and/or creativity in education”. Qualitative data, in the form of student comments, obtained from brainstorming, which was designed to test students’ approaches to this proposition is analyzed with the 5C model. | tr_TR |
| dc.identifier.endpage | 151 | tr_TR |
| dc.identifier.issue | 2-3 | tr_TR |
| dc.identifier.startpage | 139 | tr_TR |
| dc.identifier.uri | http://hdl.handle.net/20.500.12575/63180 | |
| dc.identifier.volume | 24 | tr_TR |
| dc.language.iso | en | tr_TR |
| dc.relation | IOS Press | tr_TR |
| dc.relation.journal | Education for Information | tr_TR |
| dc.subject | Creativity | tr_TR |
| dc.subject | curiosity | tr_TR |
| dc.subject | library and information science education | tr_TR |
| dc.title | Creativity in education: Clearness in perception, vigorousness in curiosity | tr_TR |
| dc.type | Article | tr_TR |