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.
Knowlton, Dave S. and Sharp, David C.
"Students’ Opinions of Instructional Strategies in a Graduate-Level Creativity Course,"
International Journal for the Scholarship of Teaching and Learning:
2, Article 6.
Available at: https://doi.org/10.20429/ijsotl.2015.090206
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