期刊
ROEPER REVIEW-A JOURNAL ON GIFTED EDUCATION
卷 35, 期 3, 页码 155-165出版社
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
DOI: 10.1080/02783193.2013.799413
关键词
creative development; creativity; implicit biases; metacognition
Despite creativity's many benefits and positive outcomes, there are still both explicit and implicit teacher biases against creative students. We argue that teachers do not dislike creativity but rather dislike inappropriate creativity that can come from students at poorly chosen times. After reviewing the literature on metacognition and creativity, we propose the adapted construct of creative metacognition (CMC), a combination of self-knowledge (knowing one's own creative strengths and limitations) and contextual knowledge (knowing when, where, how, and why to be creative). We end with ways that teachers can raise students' CMC.
作者
我是这篇论文的作者
点击您的名字以认领此论文并将其添加到您的个人资料中。
推荐
暂无数据