Browsing by Subject "Creativity"

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  • Kontio, Lisa (Helsingin yliopisto, 2018)
    In this research paper, I discuss a philosophy of teaching I refer to as “Applied Nonsense.” I highlight that this teaching philosophy is of great significance in the field of education and that is it one influential way to prepare modern students with the creativity and creative problem solving skills needed for an evolving world which holds many pressing and critical global challenges. Furthermore, I highlight the benefits it likely has for the student learning process. I developed Applied Nonsense (AN) teaching philosophy because I needed a way to better define my own teaching style as an educator. I needed a way to describe my method of interaction, engaging, and influencing students. As well, my ideas about effective pedagogy through the implementation of AN are backed by an endless amount of research in the fields of education and psychology. With my research, I give this teaching style an appropriate name, and I help define what I believe encompasses this teaching technique. Additionally, I have given some examples of how the teaching technique can be used to better teach English as a Second Language (ESL). Through a two part survey process, I collected data from both students and teachers on their thoughts and feelings about AN theory techniques used in the classroom environment. I aimed to find whether or not the average person is open to the style of AN teaching methods and whether they feel that AN is helpful to their learning process. Furthermore, my aim was to share my ideas with fellow educators and those unfamiliar with the teaching techniques to encourage them to implement this teaching technique as part of their teacher tool kit. In my opinion, AN is a teaching technique that is implemented by some of the most skillful, knowledgeable, and effective professionals in the field of education and my research finding greatly suggest that most teachers and students agree that AN is an effective aid for the teaching-studying-learning process.
  • Toivanen, Tapio; Halkilahti, Laura; Ruismäki, Heikki (2013)
  • Valla, Emmi (Helsingin yliopisto, 2018)
    Objectives. In this study the aim is to examine teacher’s actions from selected perspective. The perspective for observation and examination is teacher as a creative role model –observational instrument. This instrument is created using previous research and studies and it is based on CLASS-observational instrument (Classroom Assessment Scoring System). The idea behind this study and teacher as a creative role model –observational instrument is that teacher’s actions have significant influence in student’s creativity and especially creative pedagogical environment. Teachers actions as a creative role model were divided into three different categories; 1. teacher’s presence and nonverbal communication, 2. teacher’s participation and demonstration during drama lessons and 3. teacher’s flexibility as in use of time and willingness to change the direction of the drama lesson due to student’s offers and ideas. Methods. The study is a qualitative case-study. The research material consists eight process-drama lessons. Lessons were filmed by Larissa Säntti and Riikka-Liisa Salomaa back in 2014. The material was observed and analyzed using teacher as a creative role model –observational instrument. The research material was analyzed together with my research partner Jere Ruohoranta to strengthen and support the validity of this research. Each phase of each lesson got a value for all three categories. These values were then added together and means for each lesson were calculated. Results and conclutions. All of the four teachers we observed got mediocre or high values from every lesson using this observational instrument. Although there were some variance between the values teachers got, the quality of the drama lessons and teacher’s actions were high. Especially teacher D’s actions and lesson structure included significant amount of students’ own perspective to be heard and also active presence and participation on the behalf of Teacher D. The overall quality of the drama lessons we observed is very high from the teacher as a creative role model -point of view. The Teacher as a creative role model –tool is fit for the purpose of observing and analyzing drama lessons.
  • Nikkola, Teemu (Helsingfors universitet, 2011)
    It has been found usually to talk in the early childhood education in connection with the creativity about arts and skills and about play. In this treatise, the creativity is approached besides play but also from the point of view of the creativity of the everyday. The starting point for the study is the view according to which the creativity is complex interaction between a creative person and an environment. The theoretical body of the study is the Componential theory of creativity of Amabile (1996). The process which is open and product which is new and suitable or acceptable were defined creative. In the opinion of many researchers, the creativity is a phenomenon that has determined in a certain time and place so the creativity is examined from the point of view of the social constructionism. As creative processes in the day nursery it has been defined pretend play, child's involvement and children's agentive perception which is based on the Children's agentive perception theory of Reunamo (2007). The purpose of the study is to clarify how the child's personal factors and the social environment affect the creative processes of children in the day nursery. This Master's thesis is based on the Children's agentive perception uncovered study led by Jyrki Reunamo (2010) which was carried out in the spring of 2010 in Keski-Uusimaa and in Hämeenlinna and Taiwan. From the study, a name has also been used "on the sources of Orientation", a research project and development project. The study includes the children's evaluation sector, the observation sector, the children's interview sector and the evaluation sector of the pedagogic environment. 891 Children 1-7 year-old by age participated in the study. All the sectors which belong to the study of Reunamo were utilized in this treatise and the Finnish day nurseries or preschool groups which had participated in the study were marked off as the target group. The main component analysis, sum variables, the correlation coefficients, Mann-Whitney's U-test and Kruskall-Wallas test were used for the statistical examination of the quantitative material. In this treatise it was noticed, both the personal properties of the child and a social environment, that they affected all the examined creative processes which also had a significant connection with each other statistically. The definition of creativity was filled best by the participative answers. However, the number of the participative answers was only 8% in the questions concerning adults. That raised the question whether an attempt should be made to have effect so that the children's better participation also in the interaction with the adults would be possible in the educational culture of the day nursery. In the further study, the conscious building of the social environment which supports the creativity from a social constructionism point of view could indeed be an interesting task. The treatise is suitable for an examination of the interaction between the child's person and a social environment especially from the point of view of the creativity.