The Creative Process and Emotions of Pupils in a Training Context with a Design Project
Abstract
:1. Introduction
1.1. The Creative Process
1.2. The Multivariate Approach
1.3. Teaching Creativity in the School Context
1.4. The Creative and Manual Activities Context
1.5. Aims of the Present Study
2. Materials and Methods
2.1. Participants and Data Collection
2.2. Materials
2.3. Procedure
3. Results
3.1. Dynamic of the Stages
3.1.1. Variations of the Stages
3.1.2. Mobilization of the Stages
3.2. Dynamic of the Multivariate Factors
3.2.1. Variations of the Factors
3.2.2. Mobilization of the Factors
3.3. Modelization of the Creative Process
4. Discussion
4.1. Mobilization and Variations of the Stages of the Creative Process
4.2. The Creative Process of Pupils in the Posture of Designer/Engineer
4.3. Mobilization of Multivariate Factors during the Creative Process
4.4. Limitations
4.5. For Futher Research
5. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
1 | The teacher is experienced and has been using CRD for many years in her classes. |
2 | Frequency was used rather than the number of pupils to compensate for their absence from a session. |
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Botella, M.; Didier, J.; Lambert, M.-D.; Attanasio, R. The Creative Process and Emotions of Pupils in a Training Context with a Design Project. J. Intell. 2022, 10, 108. https://doi.org/10.3390/jintelligence10040108
Botella M, Didier J, Lambert M-D, Attanasio R. The Creative Process and Emotions of Pupils in a Training Context with a Design Project. Journal of Intelligence. 2022; 10(4):108. https://doi.org/10.3390/jintelligence10040108
Chicago/Turabian StyleBotella, Marion, John Didier, Marie-Dominique Lambert, and Rachel Attanasio. 2022. "The Creative Process and Emotions of Pupils in a Training Context with a Design Project" Journal of Intelligence 10, no. 4: 108. https://doi.org/10.3390/jintelligence10040108