Abstract
This paper empirically examines a variety of instructional strategies as impetus for creative thinking and achievement in a graduate-level university course. This empiricism considers students’ opinions about the strategies used and the resulting effect of the class more holistically. Results indicate that reading the textbook and writing bi-weekly reflection journals were the most valued strategies by students for elevating creative thinking. The course, as a whole, did have benefit in that students felt that it allowed them to transform themselves into more creative thinkers.
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Recommended Citation
Knowlton, Dave S. and Sharp, David C.
(2015)
"Students’ Opinions of Instructional Strategies in a Graduate-Level Creativity Course,"
International Journal for the Scholarship of Teaching and Learning:
Vol. 9:
No.
2, Article 6.
Available at: https://doi.org/10.20429/ijsotl.2015.090206
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