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Definition of intelligence: definition of creativity



Contents

  • 1 Definition of intelligence and creativity
    • 1.1 Another definition of creativity
    • 1.2 Creativity among students
    • 1.3 Intelligence and creativity:
    • 1.4 Technology and creativity:
    • 1.5 Teaching Creativity:

Definition of intelligence and creativity


Creativity and intelligence are generally a good thing. However, only a few teachers have a clear idea of ​​what a student’s creative work looks like or what they can do to improve students ’creativity and intelligence. Fortunately, there is research to help in this area. Creativity and intelligence are something we all have to some degree and there are methods that teachers can use to help students creatively and smarter more.

Another definition of creativity

According to Robert Sternberg, a distinguished national researcher on the subject, "Creativity represents the ability to produce new and appropriate work" (said in Armstrong). Highly creative individuals like Pablo Picasso and Albert Einstein have changed the face of the fields in which they work with their modern perspectives and new ideas. However, for the rest of us, "the idea is creative if it is new to whoever produces it, regardless of how many others may have enjoyed the idea."

Creativity among students

And children can become creative in a number of ways by knowing new relationships that amaze their colleagues and deepen the discussion. By "setting an example, opposite example, question, proposing a solution, creating new relationships, providing context and inventing a problem," students can use their creativity to enrich their own learning and that of others.
Creativity takes many forms in children, surprise a first-grade student ending with a story about his animal-shaped games, a fifth-grade student's plan to participate in preparing the playground somewhat, a high school robot and a student’s biology style to build a living space for a local bird. Such creative endeavors benefit both the individuals who perform it and the society that takes care of them.
Helping students developTheir creativity is a worthwhile goal unless there is a reason other than improving the personal level. Perhaps the poem that only the poet reads, an idea to make housekeeping more efficient and look in the world around us, is not known to everyone, but it still includes among its folds the ability to make life more purposeful and comfortable. Therese Amabelli (1983) tries to demonstrate that anyone with normal intelligence and creativity can aspire to be creative in a field and anyone who benefits from "excitement and color" and adds these creative achievements to our lives.
While the availability of "excitement and color" in our lives is a valuable goal, most of us live in the real world, where we are responsible for the very different results that we achieve with our students. We are concerned about improving the intelligence and creativity of our students when success is judged on the basis of academic education and test scores. Sternberg and Lubart (1999) reported comfortable news on this. They claim that research shows that when creative students are educated and evaluated in ways that value their creativity, academic education also improves, so teaching to improve creativity can go far beyond making an individual happier and more productive in society. It can also help students improve their test scores as well.


Intelligence and creativity:

People often think of intelligence and creativity as if it were magic or mysterious. And there is certainly something surprising and surprising about creating a very amazing artwork or idea. Nevertheless, those who study creativity believe that extraordinary products are necessarily manufactured through ordinary thinking processes, which means that we can all develop our level of creativity to some degree.
Intelligent and creative individuals possess a set of mental abilities, personality traits and knowledge of a branch of knowledge. They have the cognitive ability to deal with complex situations, they have a set of tools that they can use to invent several ideas and they are able to focus fully on a task. According to Steinberg and Lubart (1999), smart and creative individuals have what they call "synthetic ability" to see problems in new ways and "analytical ability" to make judgment which ideas are worth pursuing and which are not worth and the ability to convince others that their ideas are worthwhile.
Nevertheless, intelligence and creativity are far beyond what is going on in the mind. Smart and very creative people also possess personality and character traits that contribute to the production of rare and appropriate problem-solving. Among the most important of these features are the advantages of tendencies to take great risks and the ability to withstand high levels of confusion and ambiguity.
There was a great deal of discussion about the relationship between curiosity and flexibility. Being creative requires the ability to see things from different perspectives and change your perspective when the situation demands it. Also, smart and creative people have self-efficacy and believe in their ability to accomplish difficult tasks and have insistence to overcome obstacles.
Creative people are often thought to be very smart. While this is often true, evidence shows that the relationship between intelligence and creativity is indirect. Sternberg and O'Hara discovered that people who scored poorly on a testIntelligence is not likely to be exceptionally creative, but anyone over 120 degrees is creative, so there is no correlation between traditional intelligence and creativity. They even assume that individuals with very high IQ scores are largely due to analytical thinking and that they have not reached the level of potential creativity for them.

Technology and creativity:


In the 2002 review of literature on creativity and technology, Avril Fils explains the complex relationship between creativity and technology. Tools such as digital audio, video devices, and computers can participate in creative processes in a variety of ways. It explains that technology features such as provisioning functions, internal interaction, ability, range, speed, and automatic functions allow students to do things that they cannot or cannot do as efficiently as they do with technology.
And because computersIt allows students to make changes, experiment with alternatives, and monitor the quality of work. It is useful for reviewing, editing, and creating. The internal interaction of computers allows users to receive and present notes through operations or other individuals. Technology enables students to access large amounts of information that was unimaginable a few years ago. Because computers can perform operations easily and quickly, users can make great use of their efforts in high-level processes such as data analysis, interpretation, and synthesis.
In the classroom, teachers can use technology to help students exchange and evaluate ideas, make connections, collaborate, communicate and create. However, they should remember that access to technology does not encourage creativity, but the creation of an environment in which technology can be used to accomplish goals in creative ways is the motivating factor.

Teaching creativity:

Some people who argue that it is impossible to teach creativity may protest as innate talent as music . However, just as with music, people can work to be more creative and teachers can help students develop their creativity.
The classroom environment has a major impact on developing students ’creative abilities. Some suggestions for creating an environment that encourages creativity in the classroom that relies on a practical project include the following:
· The presence of many materials and tools available
· Reducing the negative effects of risk
· Exposing students to a wide range of creative products
· Providing resources for a wide range of topics so that students can Whoever finds something that interests them, unleashes creativity and imagination.
Allow flexibility in time and classroom organization
Encourage students to participate in projects
. Ensure that students have a period of calm while working on the project, as noise leads to suppression of creativity
. Achieving communication between students and creative individuals in society
. An example is given personally creative thinking, participation in results and steps, and the pleasure of achieving accomplishments.
Success in any aspect of education is linked to student motivation. Research indicates that internal stimulation promotes creativity while external stimulation generally undermines it. (Amabile 1983). There is no doubt that competition based on the prizes offered for the best product has a negative impact on creativity, and the reason for this is that the energy and commitment necessary to produce new ideas are consuming a lot of effort, which is not what the owners of external stimulus tend to do.
However, the problem is not so clear. Different types of stimulation may have an impact on different stages of the creative process. As students explore a problem and try to find ideas, they may be self-motivated. On the other hand, external rewards may encourage students to learn the skills they need to accomplish a task or persevere as internal enthusiasm begins to cool down.
Research has shown that clear guidelines in strategies that lead to creative results can help students to be more creative. Strategies such as brainstorming, exploring multiple options, assessing validity, and testing can be taught using multiple methods and in different contexts. Forcing students to compare different concepts may lead to creative responses.