CREATIVITY and CREATIVE PROBLEM SOLVING DR. BURAK KARABEY DOKUZ - PowerPoint PPT Presentation

CREATIVITY and CREATIVE PROBLEM SOLVING DR. BURAK KARABEY DOKUZ EYLÜL ÜNİVERSITY FACULTY OF EDUCATION IZMIR TURKEY

Perception and Perception Rules

Shape and Floor Relation Shape is close us and has a meaning on the floor

Closeness Rule 2 3 4 5 6 7 8 234 56 78 23 45 678 234 567 8 İtisg ettingh ardto re adth iscent ences Perception and Perception Rules

v v Similarity Rule v v v v Perception and Perception Rules

Completion Rule Perception and Perception Rules

Continuity Rule . Perception and Perception Rules

HOMOSAPIENS HOMOCREAVITUS

WHAT IS CREATIVITY?

WHAT IS CREATIVITY? WHAT DO YOU THINK IS IT POSSIBLE TO TEACH AND LEARN TO BE CREATIVE? WHICH ARGUMENT (FREEDOM,CONCENTRATE etc) IS THE MOST IMPORTANT IN CREATIVE THINKING? AND WHY?

Attitudes Feelings • Curiosity • Its about expressing yourself • Willing to engage and explore • It feels personal to begin with but • Enthusiasm latter it might be something different • Being proactive • Feels exciting • Willing to take risks • Can be very uncomfortable • Determination • Feels great …. ping moments • Obsession Doing things Ways of thinking • Doing new things • Having new ideas – original to self • Problem solving • Inspiring – energising ideas • Connecting things • Having an open mind • Communicating telling stories, • Thinking that is different to the norm selling ideas, persuading others • Having ping moments • Making new things • Performing Effects • Causes change • New ideas • New things • Innovation • Adaptation • Changes you

What is creativity? • The problem with creativity is that we know it when we see it, but it is hard to define. Picasso “Les Demoiselles D’Avignon

‘even where creativity was not taught, not considered teachable and not valued in assessment, it was still relevant in defining how the students saw themselves’ Oliver et al (2006).

Creative stuff Michael Jordan Frank Lloyd Wright Da Vinci

Creative Ideas Novelty Unusual Suprising

Creativity and Cognition • Creativity involves generation of new ideas • Boden – p-creativity: A new idea for a person • A person may come to a new realization – h-creativity: A new idea historically • Novel inventions are h-creative • Most of what we think of as creative is an example of h-creativity. – h-creativity can be studied historically • You do not know when a creative event will happen – p-creativity can be studied

H-creativity • We saw the dangers of looking at h- creativity when we talked about insight. – There are many myths that grow up around great inventions. – The significance of inventions is not realized until much later • Stories must be told in retrospect. • People tend to dramatize the story. • Most creative acts are rather mundane – Invention is 99% perspiration and 1% inspiration. -Thomas Alva Edison

Incremental invention • Sewing machines Invented in 1848

Why is invention incremental? • How can a creative idea come about? • It must be related to existing ideas – Otherwise, how would people think it up? – How could it be implemented? • What does it mean for an idea to be ahead of its time? – A creative idea must be comprehensible to others • What good is an invention that nobody wants? • Suggests that existing ideas may constrain creativity.

New inventions • Innovative inventions are often based on known products. Early railroad cars were designed like stagecoaches on tracks. •Engineer and brakeman were not moved inside until later. •Stagecoaches were a good solution to initial problems •Other problems were not discovered until later.

P-creativity • In order to understand creative invention better, use college students. • The ideas may not be h-creative – The same processes may be at work. • Questions: – Are creative ideas influenced by existing concepts? – What will make people more creative? – How should creativity be judged?

Where do examples come from? • People select common concepts as examples – They seem to use specific items – When asked to create novel intelligent beings • Animals typically walk upright • Animals typically have two arms and two legs • People seem to be using humans as a basis. • Effect not limited to college students. Even sci-fi authors and movies seem to have the same constraints.

What makes people more creative? • A paradox – People access categories when being creative – Categories are retrieved on the basis of cues during the creative process – The more cues available, the more access – More specific situations lead to less creativity. – Forcing people into strange situations can lead to higher levels of creativity

An example • Four conditions. – Pick a category of invention and pick parts – Parts assigned; pick category – Category assigned; pick parts – Both category and parts assigned • Creativity of inventions increases as you move down this list

Social Factors • Creativity is fostered by an environment – Creativity must be valued by a community – Creativity is shaped by those who evaluate it • Creator (the individual) – Individuals must be experts • Domain (what is being worked on) • Field (the collaborators, colleagues, and audience)

Group creativity • Brainstorming – Are N minds better than one? – Often not • Groups often come up with a smaller number of possible solutions than the individuals would alone • One person’s output interferes with other people’s memories • Growing conformity within a group – Sherif studies of the autokinetic effect

CREATIVITY - INTELLEGENCE

DRAW ANY OBJECT WHICH HAS CIRCLE IN IT !!

DIVERGENT THINKING

The most powerful way to develop creativity in your students is to be a role model. Children develop creativity not when you tell them to, but when you show them.” Sternberg.

Creativity in the classroom what does it look like? When students are being creative in the classroom they are likely to: • Question and challenge. Creative pupils are curious, question and challenge, and don’t necessarily follow the rules. • Make connections and see relationships. Creative pupils think laterally and make associations between things that are not usually connected. • Envision want might be. They imagine, see possibilities, ask ‘what if?’, picture alternatives, and look at things from different view points. • Explore ideas and options. Creative pupils play with ideas, try alternatives and fresh approaches, keep open minds and modify their ideas to achieve creative results • Reflect critically on ideas, actions and outcomes. They review progress, invite and use feedback, criticize constructively and make perceptive observations.

THANK YOU 

Yukarıda birkaç tane çokgen ve bu çokgenlerin köşegenleri çizilerek verilmiştir. Eğer yukarıdaki gibi çokgenlerin kenar sayıları arttırılırsa neler olabileceğini düşünüp bir liste halinde olabildiğince çok fikirlerinizi yazınız. Örneğin kenar veya köşegen sayısı artar diyebiliriz. İyi düşünün neler olabilir 

•Kenar sayısı artar. •Köşegen sayısı artar. •Köşe sayısı artar. •Şeklin adı değişir. • Alan artar. • Çevre artar. •Köşegenlerin kesişme noktası artar. •Açı ölçüleri değişir. •İç açı ölçüsü artar. •Dış açı ölçüsü azalır. •Bazı Köşegen uzunlukları artar. •Köşegen sayısı için formül bulunabilir. •İç açı toplamları değişir. •Köşegenlerin oluşturduğu geometrik şekil türleri artar. •Simetrik nokta sayısı artar. •Çembere benzemeye başlar.

Bir doğru parçası verilsin. Bu doğru parçasının ışık altında oluşabilecek gölgelerini şöyle gösterebiliriz. Yani doğru parçası ışık altında nokta ve doğru parçası şeklinde karşımıza çıkar. Buna göre aşağıdaki şekiller ışık altında nasıl şekillere sahip olabilir? Aklınıza gelen tüm durumları çiziniz ve yazınız.

KENDİ DENKLEMİNİZİ YAZIN !!! MATEMATİK = ŞEKİLLER + SAYILAR + BİLİNMEYENLER