<abstract xmlns="http://www.w3.org/1999/xhtml"><p> The aim of this study was to explore the education expert and non-expert consensually rated nature of creativity operationalized as observable behaviour. When operationalized as observable behaviour 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 behaviours descriptive of creativity displayed by children and adolescents was evaluated with high convergent validity by educational psychologists, specialists in gifted education, university students of teacher studies, and mathematics teachers (N = 208) on the level of creativity, and ten additional behaviour features. The results of the canonical correlation analysis suggest internationally and temporally stable and an educationally viable bridge between general creativity construct operationalization and measurement on the one hand, and the domain-specificity of creative behaviours and their features on the other. By viewing the general creativity construct as a meta-theoretical heuristic, and focusing on one group of domain-specific consensually rated creative behaviours and their progressive nature as educational objectives, the findings of this study are discussed in the context of general and gifted education.</p></abstract>

The aim of this study was to explore the education expert and non-expert consensually rated nature of creativity operationalized as observable behaviour. When operationalized as observable behaviour 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 behaviours descriptive of creativity displayed by children and adolescents was evaluated with high convergent validity by educational psychologists, specialists in gifted education, university students of teacher studies, and mathematics teachers (N = 208) on the level of creativity, and ten additional behaviour features. The results of the canonical correlation analysis suggest internationally and temporally stable and an educationally viable bridge between general creativity construct operationalization and measurement on the one hand, and the domain-specificity of creative behaviours and their features on the other. By viewing the general creativity construct as a meta-theoretical heuristic, and focusing on one group of domain-specific consensually rated creative behaviours and their progressive nature as educational objectives, the findings of this study are discussed in the context of general and gifted education.

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

Creativity. Theories – Research - Applications

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

The aim of this study was to explore the education expert and non-expert consensually rated nature of creativity operationalized as observable behaviour. When...

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

Publié en ligne: 29 déc. 2017

Pages: 218 - 237

Reçu: 06 mai 2017

Accepté: 04 août 2017

DOI: https://doi.org/10.1515/ctra-2017-0012

Mots clés
Creative behaviour, Educational objectives, Creative-productive giftedness, Domain specificity

© 2018

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

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

Publié en ligne: 29 déc. 2017

Pages: 218 - 237

Reçu: 06 mai 2017

Accepté: 04 août 2017

DOI: https://doi.org/10.1515/ctra-2017-0012

Mots clésCreative behaviour, Educational objectives, Creative-productive giftedness, Domain specificity

© 2018

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

Mots clés
Creative behaviour, Educational objectives, Creative-productive giftedness, Domain specificity