Neverbālās kreativitātes rādītāju atšķirības 7-8 gadus veciem bērniem Valdorfa skolā un vispārizglītojošā skolā, un 14-15 gadus veciem bērniem Valdorfa skolā un vispārizglītojošā skolā.
Loading...
Date
Authors
Advisor
Journal Title
Journal ISSN
Volume Title
Publisher
Latvijas Universitāte
Language
N/A
Abstract
Bakalaura darba mērķis ir noteikt neverbālās kreativitātes rādītāju atšķirības 7 -8 gadus veciem bērniem Valdorfa skolā un vispārizglītojošā skolā, un 14-15 gadus veciem bērniem Valdorfa skolā un vispārizglītojošā skolā. Šī mērķa ietvaros tiek apskatīta teorija par šo tēmu un veikts pētījums.
Galvenie autori, kas runā par trauksmi un kuru teorijas apskatītas darbā – Torrens, Šternbergs, Houtzs un Kresskills.
Izpētē izmantotā metodika – Torrensa tests neverbālās kreativitātes noteikšanai (Torrance Test of Creative Thinking (TTCT)).
Pētījumā iekļautā izlase - 30 7-8 gadus veci bērni Valdorfa skolā, 30 7-8 gadus veci bērni vispārizglītojošajā skolā, 30 14-15 gadus veci bērni Valdorfa skolā, 30 14-15 gadus veci bērni vispārizglītojošajā skolā.
Iegūtie rezultāti parāda, ka nepastāv statistiski nozīmīgas neverbālās kreativitātes rādītāju atšķirības dažādu vecumu bērniem Valdorfa skolā un vispārizglītojošā skolā. Tāpat nepastāv statistiski nozīmīgas neverbālās kreativitātes rādītāju dzimumatšķirības vienas skolas konkrētās vecuma grupas ietvaros.
Atslēgvārdi: kretivitāte, Valdorfa skola, vispārizglītojoša skola, bērni
The aim of the present bachelor paper is to determine the differences in creativity of 7-8 years old children who learn in Waldorf school and public school, and 14-15 years old children who learn in Waldorf school and public school. Within the frames of this aim the theory covering these topics is reviewed and the comparative study conducted. The main authors speaking about creativity and theories are looked out are – Torrance, Sternberg, Houtz and Cresskill. The following test has been used in the study - Torrance Test of Creative Thinking (TTCT). The studied group consists of 30 7-8 years old children studying in Waldorf school, 30 7-8 years old children studying in pubic school, 30 14-15 years old children studying in Waldorf school, 30 14-15 years old children studying in pubic school. The obtained data show that there is no the statistically significant differences of creativity of different age children in Waldorf school and public school. There is no the statistically significant gender differences of creativity in one school in one group of age. Keywords: creativity, Waldorf school, public school, children
The aim of the present bachelor paper is to determine the differences in creativity of 7-8 years old children who learn in Waldorf school and public school, and 14-15 years old children who learn in Waldorf school and public school. Within the frames of this aim the theory covering these topics is reviewed and the comparative study conducted. The main authors speaking about creativity and theories are looked out are – Torrance, Sternberg, Houtz and Cresskill. The following test has been used in the study - Torrance Test of Creative Thinking (TTCT). The studied group consists of 30 7-8 years old children studying in Waldorf school, 30 7-8 years old children studying in pubic school, 30 14-15 years old children studying in Waldorf school, 30 14-15 years old children studying in pubic school. The obtained data show that there is no the statistically significant differences of creativity of different age children in Waldorf school and public school. There is no the statistically significant gender differences of creativity in one school in one group of age. Keywords: creativity, Waldorf school, public school, children