Radošā domāšana un to ietekmējošie faktori
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Latvijas Universitāte
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lav
Abstract
Maģistra darba “Radošā domāšana un to ietekmējošie faktori” mērķis bija izpētīt kādi ir radošās domāšanas veicinošie un kavējošie faktori pamatizglītībā. Šajā pētījumā tika izvirzīti vairāki pētījuma jautājumi: 1. Kādi ir radošās domāšanas veicinošie un kavējošie faktori pamatizglītībā? 2. Kāda ir radošās domāšanas saistība ar matemātikas sasniegumiem? Pētījumā tika izmantoti Latvijas OECD PISA 2022 radošās domāšanas un matemātikas testa dati. Atbildot uz pirmo pētījuma jautājumu, var secināt, ka radošās domāšanas veicinošie faktori ir: droša vide; pietiekams laiks uzdevuma izpildei; iespēja izpaust savas idejas; skolotāju cieņa pret skolēnu; skolotāju draudzīga attieksme; skolotāju ieinteresētība skolēna labklājībā; skolotāji, kuri novērtē skolēnu radošumu; skolēnu viedokļu paušana par izteiktajām idejām; skolēna uzskats, ka var būt radošs katrā mācību priekšmetā; un skolēna pārliecība, ka viņš ir radošs. Radošo domāšanu kavējošie faktori ir: skolotāju ļauna izturēšanās; skolēnu uzskats, ka radošumu var izpaust tikai mākslā; citu skolēnu izsmejoša attieksme; sava viedokļa neizpaušana grupas diskusijās; rūpīga uzmanības pievēršana tam, ko saka citiem; nepārdomāta rīcība; uzskats, ka radošumu nevar mainīt. Atbildot uz otro pētījuma jautājumu, var secināt, ka radošai domāšanai ir saistība ar sasniegumiem matemātikā.
The aim of the master's thesis "Creative thinking and the factors influencing it" was to explore the factors that promote and hinder creative thinking in primary education. This study posed several research questions: 1. What are the factors that promote and hinder creative thinking in primary education? 2. What is the relationship between creative thinking and mathematics achievement? The research was based on data from the Latvia’s OECD PISA 2022 creative thinking and mathematics test. In response to the first research question, it was concluded that promoting factors for creative thinking include: a safe environment; sufficient time to complete tasks; opportunities to express one's ideas; teachers’ respect for students; a friendly attitude from teachers; teachers’ interest in students’ well-being; teachers who value student creativity; the ability to express opinions about ideas; the belief that one can be creative in every subject; and the student’s confidence in their own creativity. The hindering factors include: teachers’ hostile behavior; the belief that creativity is limited to the arts; ridicule from peers; reluctance to express opinions in group discussions; overemphasis on others’ opinions; impulsive actions; and the belief that creativity cannot be changed or developed. In response to the second research question, it was concluded that creative thinking is related to achievement in mathematics.
The aim of the master's thesis "Creative thinking and the factors influencing it" was to explore the factors that promote and hinder creative thinking in primary education. This study posed several research questions: 1. What are the factors that promote and hinder creative thinking in primary education? 2. What is the relationship between creative thinking and mathematics achievement? The research was based on data from the Latvia’s OECD PISA 2022 creative thinking and mathematics test. In response to the first research question, it was concluded that promoting factors for creative thinking include: a safe environment; sufficient time to complete tasks; opportunities to express one's ideas; teachers’ respect for students; a friendly attitude from teachers; teachers’ interest in students’ well-being; teachers who value student creativity; the ability to express opinions about ideas; the belief that one can be creative in every subject; and the student’s confidence in their own creativity. The hindering factors include: teachers’ hostile behavior; the belief that creativity is limited to the arts; ridicule from peers; reluctance to express opinions in group discussions; overemphasis on others’ opinions; impulsive actions; and the belief that creativity cannot be changed or developed. In response to the second research question, it was concluded that creative thinking is related to achievement in mathematics.