engleski

Creativity as Educational Objectives : From a Meta-theoretical Heuristic to Domain-specific Creative Behaviours

The aim of this study was to explore the education expert and non-expert consensually rated nature of creativity operationalized as observable behavior. When operationalized as the observable behavior akin to concrete educational objectives accessible to being taught, is creativity a construct valid both internationally and over time, and what are its distinguishing features? A representative sample of concretely stated behaviors descriptive of creativity displayed by children and adolescents was evaluated with high convergent validity by the educational psychologists, the specialists in gifted education, the university students of teacher studies, and the mathematics teachers (N = 208) on the level of creativity, and ten additional behavior features. The results of the canonical correlation analysis suggest internationally and temporally stable and educationally viable bridge between general creativity construct operationalization and measurement on one side, and the domain-specificity of creative behaviors and their features on the other. By viewing general creativity construct as a meta-theoretical heuristic, and focusing on one group of domain-specific consensually rated creative behaviors and their progressive nature as educational objectives, the findings of this study are discussed in the context of general, and gifted education.

creative behavior ; educational objectives ; creative-productive giftedness ; domain specificity

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