CREATIVITY and CREATIVE PROBLEM SOLVING DR. BURAK KARABEY DOKUZ - - PowerPoint PPT Presentation

CREATIVITY and CREATIVE PROBLEM SOLVING

• DR. BURAK KARABEY

DOKUZ EYLÜL ÜNİVERSITY FACULTY OF EDUCATION IZMIR TURKEY

Perception and Perception Rules

Shape and Floor Relation Shape is close us and has a meaning on the floor

2 3 4 5 6 7 8 234 56 78 23 45 678 234 567 8

İtisg ettingh ardto re adth iscent ences

Closeness Rule

Perception and Perception Rules

Similarity Rule

v v v v v v Perception and Perception Rules

Completion Rule

Perception and Perception Rules

Continuity Rule.

Perception and Perception Rules

HOMOSAPIENS HOMOCREAVITUS

WHAT IS CREATIVITY?

WHAT IS CREATIVITY? WHAT DO YOU THINK IS IT POSSIBLE TO TEACH AND LEARN TO BE CREATIVE? WHICH ARGUMENT (FREEDOM,CONCENTRATE etc) IS THE MOST IMPORTANT IN CREATIVE THINKING? AND WHY?

Attitudes

• Curiosity
• Willing to engage and explore
• Enthusiasm
• Being proactive
• Willing to take risks
• Determination
• Obsession

Doing things

• Doing new things
• Problem solving
• Connecting things
• Communicating telling stories,

selling ideas, persuading others

• Making new things
• Performing

Ways of thinking

• Having new ideas – original to self
• Inspiring – energising ideas
• Having an open mind
• Thinking that is different to the norm
• Having ping moments

Feelings

• Its about expressing yourself
• It feels personal to begin with but

latter it might be something different

• Feels exciting
• Can be very uncomfortable
• Feels great …. ping moments

Effects

• Causes change
• New ideas
• New things
• Innovation
• Adaptation
• Changes you

What is creativity?

• The problem with creativity is that we

know it when we see it, but it is hard to define.

Picasso “Les Demoiselles D’Avignon

‘even where creativity was not taught, not considered teachable and not valued in assessment, it was still relevant in defining how the students saw themselves’ Oliver et al (2006).

Creative stuff

Frank Lloyd Wright Michael Jordan Da Vinci

Creative Ideas

Novelty Unusual Suprising

Creativity and Cognition

• Creativity involves generation of new ideas
• Boden

– p-creativity: A new idea for a person

• A person may come to a new realization

– h-creativity: A new idea historically

• Novel inventions are h-creative
• Most of what we think of as creative is an example of

h-creativity. – h-creativity can be studied historically

• You do not know when a creative event will

happen – p-creativity can be studied

H-creativity

• We saw the dangers of looking at h-

creativity when we talked about insight.

– There are many myths that grow up around great inventions. – The significance of inventions is not realized until much later

• Stories must be told in retrospect.
• People tend to dramatize the story.
• Most creative acts are rather mundane

– Invention is 99% perspiration and 1% inspiration.

• Thomas Alva Edison

Incremental invention

• Sewing machines

Invented in 1848

Why is invention incremental?

• How can a creative idea come about?
• It must be related to existing ideas

– Otherwise, how would people think it up? – How could it be implemented?

• What does it mean for an idea to be ahead of its time?

– A creative idea must be comprehensible to others

• What good is an invention that nobody wants?
• Suggests that existing ideas may constrain creativity.

New inventions

• Innovative inventions are often based
• n known products.

Early railroad cars were designed like stagecoaches on tracks.

• Engineer and brakeman were not moved inside until later.
• Stagecoaches were a good solution to initial problems
• Other problems were not discovered until later.

P-creativity

• In order to understand creative invention

better, use college students.

• The ideas may not be h-creative

– The same processes may be at work.

• Questions:

– Are creative ideas influenced by existing concepts? – What will make people more creative? – How should creativity be judged?

Where do examples come from?

• People select common concepts as examples

– They seem to use specific items – When asked to create novel intelligent beings

• Animals typically walk upright
• Animals typically have two arms and two legs
• People seem to be using humans as a basis.
• Effect not limited to college students.

Even sci-fi authors and movies seem to have the same constraints.

What makes people more creative?

• A paradox

– People access categories when being creative – Categories are retrieved on the basis of cues during the creative process – The more cues available, the more access – More specific situations lead to less creativity. – Forcing people into strange situations can lead to higher levels of creativity

An example

• Four conditions.

– Pick a category of invention and pick parts – Parts assigned; pick category – Category assigned; pick parts – Both category and parts assigned

• Creativity of inventions

increases as you move down this list

Social Factors

• Creativity is fostered by an environment

– Creativity must be valued by a community – Creativity is shaped by those who evaluate it

• Creator (the individual)

– Individuals must be experts

• Domain (what is being worked on)
• Field (the collaborators, colleagues, and audience)

Group creativity

• Brainstorming

– Are N minds better than one? – Often not

• Groups often come up with a smaller number of

possible solutions than the individuals would alone

• One person’s output interferes with other people’s

memories

• Growing conformity within a group

– Sherif studies of the autokinetic effect

CREATIVITY - INTELLEGENCE

DRAW ANY OBJECT WHICH HAS CIRCLE IN IT !!

DIVERGENT THINKING

The most powerful way to develop creativity in your students is to be a role model. Children develop creativity not when you tell them to, but when you show them.” Sternberg.

Creativity in the classroom what does it look like?

When students are being creative in the classroom they are likely to:

• Question and challenge. Creative pupils are curious, question and

challenge, and don’t necessarily follow the rules.

• Make connections and see relationships. Creative pupils think

laterally and make associations between things that are not usually connected.

• Envision want might be. They imagine, see possibilities, ask ‘what

if?’, picture alternatives, and look at things from different view points.

• Explore ideas and options. Creative pupils play with ideas, try

alternatives and fresh approaches, keep open minds and modify their ideas to achieve creative results

• Reflect critically on ideas, actions and outcomes. They review

progress, invite and use feedback, criticize constructively and make perceptive observations.

THANK YOU 

Yukarıda birkaç tane çokgen ve bu çokgenlerin köşegenleri çizilerek verilmiştir. Eğer yukarıdaki gibi çokgenlerin kenar sayıları arttırılırsa neler

• labileceğini düşünüp bir liste halinde olabildiğince çok fikirlerinizi yazınız.

Örneğin kenar veya köşegen sayısı artar diyebiliriz. İyi düşünün neler olabilir 

• Kenar sayısı artar.
• Köşegen sayısı artar.
• Köşe sayısı artar.
• Şeklin adı değişir.
• Alan artar.
• Çevre artar.
• Köşegenlerin kesişme noktası artar.
• Açı ölçüleri değişir.
• İç açı ölçüsü artar.
• Dış açı ölçüsü azalır.
• Bazı Köşegen uzunlukları artar.
• Köşegen sayısı için formül bulunabilir.
• İç açı toplamları değişir.
• Köşegenlerin oluşturduğu geometrik şekil türleri artar.
• Simetrik nokta sayısı artar.
• Çembere benzemeye başlar.

Bir doğru parçası verilsin. Bu doğru parçasının ışık altında oluşabilecek gölgelerini şöyle gösterebiliriz.

Yani doğru parçası ışık altında nokta ve doğru parçası şeklinde karşımıza çıkar. Buna göre aşağıdaki şekiller ışık altında nasıl şekillere sahip olabilir? Aklınıza gelen tüm durumları çiziniz ve yazınız.

KENDİ DENKLEMİNİZİ YAZIN !!! MATEMATİK = ŞEKİLLER + SAYILAR + BİLİNMEYENLER

Gelişmiş Kelime Hazinesi Kuvvetli Hafıza Bilgileri kolayca uzun süreli tutma Geniş Bilgi Hazinesi Kolay ve hızlı bir şekilde öğrenebilme ve kavrayabilme Genelleştirme yapma,bağlantı kurma, sinerji yapma, soyutlama yapabilme Açık olma Orijinallik Problem Çözme Yeteneği Fikirleri dönüştürme ve birleştirme Risk alabilme Kabul etmemede özgürlük Ustalıkla espri, paradoksal yapı Merak Fikirlerini akıcı bir şekilde ifade etme Esneklik Sonuçları kolayca kestirebilme Speküle olma İnce espri yeteneği Ortalama Zekânın Üstü Yaratıcılık Sorumluluk Duygusu Kendi kurallarını ve standartlarını belirleme Problemlere ve görevlere karşı konsantre

• lma

İlgi alanları ve aktivitelerde yoğun isteklilik Görevleri yerine getirme sırasında dışarıdan az motivasyona ihtiyaç duyma Yüksek enerji Liderlik Yeteneği Azimli Olma Ne kadar zor olursa olsun işlerini tamamlama ve paylaşma Sorumluluk Küresel Açık Orijinal Doğal Hızlı Kolay Renzulli’nin Üstün Yetenekliler Eğitim Modeli’ne dayanan ve şimdilerde Okullar için Zenginlenleştirilmiş Model denen bu model onun 1978 de “Üstün Yeteneklilik için Üç Küme Kavram Haritası” dan uyarlanmıştır.

Üstün Yetenekli Öğrencilerin Karakteristik Özellikleri

• Öğrencileri bir birey olarak kabul eden ve öyle davranan
• Öğrenciyi özgür olmaya özendiren
• Öğrencilere model olan ,
• Sınıfın dışında olanlara çok zaman ayıran
• En iyiyi bekleme ve alışılabileceğini gösteren
• Heyecanlı olabilen
• Öğrencilerini eşit kabul edebilen
• Yaratıcı düşünceleri ödüllendirebilen
• İkili ilişkilerde kolay iletişim kuran
• Sürekli okuyup kendini geliştiren
• Öğrencilerine hata yapma hakkı tanıyan
• Yeni fikirlere açık olan

YARATICILIĞI GELİŞTİREN ÖĞRETMEN ÖZELLİKLERİNDEN BAZILARI