Programas de estímulo à criatividade em escolas: uma revisão sistemática
DOI:
https://doi.org/10.26512/lc29202347206Palavras-chave:
Revisão Sistemática, Criatividade, Programas, Estudantes, Ensino FundamentalResumo
O objetivo desta pesquisa foi analisar métodos e resultados de programas de estímulo à criatividade desenvolvidos com estudantes do Ensino Fundamental por meio de uma revisão sistemática de publicações entre os anos de 2018 e 2022. A busca foi realizada nas bases de dados Google Acadêmico, Portal de Periódicos da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) e Education Resources Information Center (ERIC). Foram selecionados e analisados 26 artigos cujos resultados revelaram que os programas tiveram efeitos positivos associados principalmente às características do pensamento criativo como fluência, flexibilidade e originalidade.
Downloads
Referências
Alves-Oliveira, P., Arriaga, P., Xavier, C., Hoffman, G., & Paiva, A. (2021). Creativity landscapes: systematic review spanning 70 years of creativity interventions for children. The Journal of Creative Behavior, 0(1). https://doi.org/10.1002/jocb.514
Astini, A., Lukito, A., & Siswono, T. (2020). Development of problem-based mathematics learning tool to train the creativity of learners on the number of assessment materials and difference between two fractions in grade IV elementary. International Journal of Innovative Science and Research Technology, 5(8), 1438–1443. https://jurnal.uns.ac.id/ijsascs/article/view/49460
Awan, S., Kanwal, W., & Qamar, A. (2021). Development of creativity among elementary level students of low socio-economic background through guided inquiry: An empirical evidence from Islamabad Pakistan. Global Sociological Review, 6(4), 38–48. https://doi.org/10.31703/gsr.2021(VI-IV).05
Beghetto, R. A. (2021). Creative learning in education. In M. L. Kern & M. L. Wehmeyer (Eds.), The Palgrave Handbook of Positive Education (pp. 473–492). Palgrave Macmillan. https://doi.org/10.1007/978-3-030-64537-3
Betancourt, J., Valadez, M. D., Rodríguez-Naveiras, E., Flores, J. F., & África, B. (2022). Differences between creativity and gender in students with high abilities attending a school with total grouping. Children, 9(1081). https://doi.org/10.3390/children9071081
Chen, P.-Z., Chang, T.-C., & Wu, C.-L. (2020). Effects of gamified classroom management on the divergent thinking and creative tendency of elementary students. Thinking Skills and Creativity, 36(0), Article 100664. https://doi.org/10.1016/j.tsc.2020.100664
Cheng, L., Xu, W., Gao, Q., Ma, X., & Zhang, Y. (2021). Effects of dialogic reading on the creativity development of a Chinese student. Creative Education, 12(1), 2371–2389. https://doi.org/10.4236/ce.2021.1210179
Cheng, L., Wang, M., Chen, Y., Niu, W., Hong, M., & Zhu, Y. (2022). Design my music instrument: A project-based science, technology, engineering, arts, and mathematics program on the development of creativity. Frontiers in Psychology, 12(1), Article 763948. https://doi.org/10.3389/fpsyg.2021.763948
Csikszentmihalyi, M. (1996). Creativity: Flow and the psychology of discover and invention. HarperCollins.
Ertürkler, A., & Bağcı, H. (2019). The effect of enriched creative activities program supported with Aytürk technique on creativity level in music courses. Educational Research and Reviews, 14(7), 262–273. https://doi.org/10.5897/ERR2019.3692
Fakhrou, A., & Ghareeb, S. (2020). The effectiveness of a proposed program titled (creativity lamp) in raising the primary school students’ academic achievement and promoting creativity among them in Kuwait. Journal of Curriculum and Teaching, 9(3), 20–32. https://doi.org/10.5430/jct.v9n3p20
Falconer, E., Cropley, D., & Dollard, M. (2018). An Exploration of creativity in primary school children. International Journal of Creativity and Problem Solving, 28(2), 7-25. https://www.researchgate.net/publication/329076263_An_Exploration_of_Creativity_in_Primary_School_Children
Fink, A., Reim, T., Benedek, M., & Grabner, R. (2019). The effects of a verbal and a figural creativity training on different facets of creative potential. Journal of Creative Behavior, 54(3), 676–685. https://doi.org/10.1002/jocb.402
Hoffmann, J., Ivcevic, Z., & Maliakkal, N. (2020). Emotions, creativity, and the arts: evaluating a course for children. Empirical Studies of the Arts, 0(0). https://doi.org/10.1177/0276237420907864
Huang, S.-Y., Ko, P.-J., Lin, H.-H., Dai, R.-H., & Chen, H.-C. (2021). Creative thinking counseling teaching program can improve the creativity, creative tendency, and self-concept of grade 7 students: A quasi-experimental study. The Journal of Creative Behavior, 0(0). https://doi.org/10.1002/jocb.491
Kim, K. H. (2006). Can we trust creativity tests? A review of the Torrance Tests of Creative Thinking (TTCT). Creativity Research Journal, 18(1), 3–14. https://doi.org/10.1207/s15326934crj1801_2
Kim, K. H. (2011). The creativity crisis: The decrease in creative thinking scores on the Torrance Tests of Creative Thinking. Creativity Research Journal, 23(4), 285–295. http://doi.org/10.1080/10400419.2011.627805
Khoorchani, S., Rezaei, S., Saadatmand, Z., & Farashbandi, R. (2019). The effectiveness of creative thinking training on the critical thinking and media literacy in students. Iranian Evolutionary and Educational Psychology Journal, 1(3), 213–221. https://doi.org/10.29252/ieepj.1.3.213
Leasa, M., Fenanlampir, A., Batlolona, J., & Saimima, A. (2021). Problem-solving and creative thinking skills with the PBL model: The concept of the human circulatory system. Biosfer: Jurnal Pendidikan Biologi, 14(2), 154–166. https://doi.org/10.21009/biosferjpb.20825
León, S., Fraile, M., & García-Martínez, I. (2021). Development of cognitive abilities through the abacus in primary education students: A randomized controlled clinical trial. Education Science, 11(2), 83–97. https://doi.org/10.3390/educsci11020083
Li, Y., Kim, M., & Palkar, J. (2022). Using emerging technologies to promote creativity in education: A systematic review. International Journal of Educational Research Open, 3(0), Article 100177. https://doi.org/10.1016/j.ijedro.2022.100177
Liao, Y.-H., Chen, Y.-L., Chen, H.-C., & Chang, Y.-L. (2018). Infusing creative pedagogy into an English as a foreign language classroom: learning performance, creativity, and motivation. Thinking Skills and Creativity, 29, 213–223. https://doi.org/10.1016/j.tsc.2018.07.007
Lucchiari, C., Sala, P., & Vanutelli, M. (2019). The effects of a cognitive pathway to promote class creative thinking: An experimental study on Italian primary school students. Thinking Skills and Creativity, 31(1), 156–166. https://doi.org/10.1016/j.tsc
Maldonato, M., & Dell’Orco, S. (2016). The emergence of creativity. World Futures, 72(7–8), 319–326. http://doi.org/10.1080/02604027.2016.1262641
Marcos, R. I., Fernández, V. L., González, M. D., & Phillips-Silver, J. (2020). Promoting children’s creative thinking through reading and writing in a cooperative learning classroom. Thinking Skills and Creativity, 36(1), Article 100663. https://doi.org/10.1016/j.tsc.2020.100663
Martinez, A. (2002). A criatividade na escola: Três direções de trabalho. Linhas Críticas, 8(15) 189–206, https://doi.org/10.26512/lc.v8i15.3057
Moghadam, A. S., & Ardakanian, A. (2019). The effect of education and educational sciences on the creativity and social adjustment of students in District 4 of Tehran. International Journal for Modern Trends in Science and Technology, 5(10). http://www.ijmtst.com/vol5issue10.html
Nakano, T. (2011). Programas de treinamento em criatividade: Conhecendo as práticas e resultados. Revista Semestral da Associação Brasileira de Psicologia Escolar e Educacional, 15(2), 311–322. https://doi.org/10.1590/S1413-85572011000200013
Nakano, T., & Primi, R. (2012). A Estrutura Fatorial do Teste de Criatividade Figural Infantil. Psicologia: Teoria e Pesquisa, 28(3), 275-283. https://doi.org/10.1590/S0102-37722012000300003
Nakano, T., & Wechsler, S. (2006). Teste Brasileiro de Criatividade Figural: Proposta de Instrumento. Revista Interamericana de Psicología/Interamerican Journal of Psychology, 40(1), 103–110. http://pepsic.bvsalud.org/scielo.php?script=sci_arttext&pid=S0034-96902006000100011
Neves-Pereira, M., & Alencar, E. (2018). A Educação no século XXI e o seu papel na promoção da criatividade. Revista Psicologia e Educação, 1(1). https://www.researchgate.net/publication/343904654_A_Educacao_no_Seculo_XXI_e_o_seu_papel_na_promocao_da_criatividade
Oliveira, Z. (2010). Alguns instrumentos para se medir a criatividade. Avaliação Psicológica, 9(3), 495–497. https://www.redalyc.org/pdf/3350/335027284016.pdf
Ozkan, G., & Topsakal, U. (2019). Exploring the effectiveness of STEAM design processes on middle school students’ creativity. International Journal of Technology and Design Education, 31(1), 95–116. https://doi.org/10.1007/s10798-019-09547-z
Patston, T., Kaufman, J., Cropley, A., & Marrone, R. (2021). What is creativity in education? A qualitative study of international curricula. Journal of Advanced Academics, 32(2), 207–230. https://doi.org/10.1177/1932202X20978356
Richard, V., Lebeau, J.-C., Becker, F., Boiangin, N., & Tenenbaum, G. (2018). Developing cognitive and motor creativity in children through an exercise program using nonlinear pedagogy principles. Creativity Research Journal, 30(4), 391–401. https://doi.org/10.1080/10400419.2018.1530913
Scott, G., Leritz, L., & Mumford, M. (2004). The effectiveness of creativity training: a quantitative review. Creativity Research Journal, 16(4), 361–388. http://doi.org/10.1080/10400410409534549
Senel, M. (2019). How to improve students' creative thinking skills: a model for improving the students' CTS. The 7th International Congress on Curriculum and Instruction (ICCI –EPOK2019), 151–159. https://www.academia.edu/41783054/How_to_Improve_Students_Creative_Thinking_Skills_A_Model_for_Improving_the_Students_CTS
Sipayung, T., Imelda, Siswono, T., & Masriyah. (2021). The differences in students' creative problem-solving ability with and without realistic mathematics comic video. International Journal of Elementary Education, 5(4), 612–621. https://ejournal.undiksha.ac.id/index.php/IJEE
Tran, N.-H., Huang, C.-F., Hsiao, K.-H., Lin, K.-L., & Hung, J.-F. (2021). Investigation on the influences of STEAM-based curriculum on scientific creativity of elementary school students. Frontiers in Education, 3(341), 694516. https://doi.org/10.3389/feduc.2021.694516
Valgeirsdottir, D., & Onarheim, B. (2017). Studying creativity training programs: A methodological analysis. Creativity and Innovation Management, 26(4), 430–439. https://doi.org/10.1111/caim.1224
Wechsler, S. M., & Nakano, T. (2011). Criatividade: encontrando soluções para os desafios educacionais. Em S. M. Wechsler, & V. Souza (Orgs.), Criatividade e aprendizagem (pp. 11–31). Edições Loyola.
Wechsler, S. M., & Nakano, T. (2020). Dimensões da criatividade segundo Paul Torrance. Em M. S. Neves-Pereira, & D. S. Fleith (Orgs.), Teorias da criatividade (pp.15–46). Alínea.
Yeh, Y.-c., Chen, S.-Y., Rega, E., & Lin, C.-S. (2019). Mindful learning experience facilitates mastery experience through heightened flow and self-efficacy in game-based creativity learning. Frontiers in Psychology, 10(1), 1593–1605. https://doi.org/10.3389/fpsyg.2019.01593
Yeh, Y.-c., Sai, N., & Chuang, C.-H. (2020). Differentiating between the “need” for and the “experience” of self-determination regarding their influence on pupils’ learning of creativity through story-based digital games. International Journal of Human–Computer Interaction, 36(14), 1368–1378. https://doi.org/10.1080/10447318.2020.1750793
Zhao, Q. (2019). An empirical study on cultivating learners’ creativity in smart learning environment. International Conference on Application of Intelligent Systems in Multi-modal Information Analytics (pp. 596–603). Springer. https://doi.org/10.1007/978-3-030-15740-1_80
Downloads
Publicado
Como Citar
Edição
Seção
Licença
Copyright (c) 2023 Marina Silva Bicalho Rodrigues, Jane Farias Chagas-Ferreira
Este trabalho está licenciado sob uma licença Creative Commons Attribution 4.0 International License.
Autores que publicam nesta revista concordam com os seguintes termos:
- Autores mantém os direitos autorais e concedem à revista o direito de primeira publicação, sendo o trabalho simultaneamente licenciado sob a Creative Commons Attribution License, o que permite o compartilhamento do trabalho com reconhecimento da autoria do trabalho e publicação inicial nesta revista.
- Autores têm autorização para assumir contratos adicionais separadamente, para distribuição não-exclusiva da versão do trabalho publicada nesta revista (ex.: publicar em repositório institucional ou como capítulo de livro), com reconhecimento de autoria e publicação inicial nesta revista.
- Autores têm permissão e são estimulados a publicar e distribuir seu trabalho online (ex.: em repositórios institucionais ou na sua página pessoal) a qualquer ponto antes ou durante o processo editorial, já que isso pode gerar alterações produtivas, bem como aumentar o impacto e a citação do trabalho publicado.
