TECHNOLOGY TO IMPROVE STUDENTS' CREATIVE THINKING BASED ON AN INTERNATIONAL ASSESSMENT PROGRAM

Ibragimova Khurshida Sherali qizi

doi:10.17605/OSF.IO/NV87G

Authors

Ibragimova Khurshida Sherali qizi Termez State University, Faculty of Social Sciences, Primary Education student

DOI:

https://doi.org/10.17605/OSF.IO/NV87G

Keywords:

Creative thinking, creative, written, visual expressions, convergent, divergent thinking

Abstract

This article describes the work done in PISA 2022 to further enhance and develop students' creative thinking, the main purpose, importance, specific limitations of creative thinking and the personal factors that shape creative thinking.

Downloads

Download data is not yet available.

References

Amabile, T. (1985), “Motivation and creativity: effects of motivational orientation on creative writers”, Journal of Personality and Social Psychology, Vol. 482. pp. 393-399 (accessed on 14 February 2018).

Amabile, T. (1996), Creativity In Context: Update To The Social Psychology Of Creativity, Westview Press, Boulder, CO.

Bear, J. (2016), “Creativity doesn’t develop in a vacuum”, in Barbot, B (ed), Perspectives on Creativity Development: New Directions for Child and Adolescent Development, Wiley Periodicals, Inc.

Barbot, B. and B. Heuser (2017), “Creativityand Identity Formation in Adolescence: A Developmental Perspective”, in The Creative Self, Elsevier.

Batey, M. and A. Furnham (2006), “Creativity, intelligence, and personality: a critical review of the scattered literature”, General Psychology Monographs, Vol. 1324, pp. 355-429