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Teaching practices for creativity at university: a study in Portugal and Brazil
Creativity is nowadays seen as an essential feature in higher education. Nevertheless, there is a discrepancy between the need for creativity and what higher education classrooms provide. This study assessed the perceptions of 1599 higher education students from two countries (1059 Brazilian and 540...
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| Published in: | Paidéia cadernos de Psicologia e Educação 2017-08, Vol.27 (67), p.56-64 |
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| creator | Morais, Maria de Fátima Fleith, Denise de Souza Almeida, Leandro S. Azevedo, Ivete Alencar, Eunice M. L. Soriano de Araújo, Alexandra |
| description | Creativity is nowadays seen as an essential feature in higher education. Nevertheless, there is a discrepancy between the need for creativity and what higher education classrooms provide. This study assessed the perceptions of 1599 higher education students from two countries (1059 Brazilian and 540 Portuguese students), from two academic domains (Sciences and Technologies – Sc Social Sciences, Arts, and Humanities – SScA&H), about the presence of creativity in their teachers’ instruction and evaluation practices. The study’s findings evidence interactive effects between the variables country and academic domain for most of the assessed factors: encouragement of new ideas, climate for the expression of ideas, and interest in students’ learning. Brazilian Sc&T students presented more negative perceptions of their classroom environments when compared to SScA&H students; Portuguese students showed opposite patterns of results. Some hypothetical explanations are discussed and future directions for research are presented.
Criatividade é atualmente tomada como aspecto essencial na Educação Superior. Há, contudo, discrepância entre a necessidade de criatividade e o que a universidade proporciona. Este estudo avaliou percepções de 1599 alunos universitários de dois países (1059 brasileiros e 540 portugueses), de duas áreas curriculares (Ciências e Tecnologias – Sc Ciências Sociais, Artes e Humanidades – SscA&H) sobre a presença de criatividade nas práticas docentes, instrucionais e avaliativas, de que são alvo. Os resultados mostraram efeitos interativos significativos entre as variáveis país e área curricular para a maioria dos fatores avaliados: encorajamento de novas ideias, clima para expressão de ideias e interesse pela aprendizagem dos alunos. Os estudantes brasileiros de Sc&T mostraram percepções mais negativas da sala de aula, comparados com os de SScA os alunos portugueses obtiveram padrões opostos nos resultados. Algumas hipóteses explicativas são discutidas e são apresentadas orientações para pesquisa futura.
La creatividad está actualmente considerada como aspecto esencial en la Educación Superior. Sin embargo, existe discrepancia entre la necesidad de creatividad y lo que la universidad ofrece. Este estudio evaluó percepciones de 1.599 estudiantes universitarios (1.059 de Brasil y 540 de Portugal) de dos áreas curriculares (Ciencia y Tecnología – Sc Ciencias Sociales, Artes y Humanidades – SscA&T) acerca de la presencia de creatividad en las prácticas |
| doi_str_mv | 10.1590/1982-43272767201707 |
| format | article |
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Criatividade é atualmente tomada como aspecto essencial na Educação Superior. Há, contudo, discrepância entre a necessidade de criatividade e o que a universidade proporciona. Este estudo avaliou percepções de 1599 alunos universitários de dois países (1059 brasileiros e 540 portugueses), de duas áreas curriculares (Ciências e Tecnologias – Sc Ciências Sociais, Artes e Humanidades – SscA&H) sobre a presença de criatividade nas práticas docentes, instrucionais e avaliativas, de que são alvo. Os resultados mostraram efeitos interativos significativos entre as variáveis país e área curricular para a maioria dos fatores avaliados: encorajamento de novas ideias, clima para expressão de ideias e interesse pela aprendizagem dos alunos. Os estudantes brasileiros de Sc&T mostraram percepções mais negativas da sala de aula, comparados com os de SScA os alunos portugueses obtiveram padrões opostos nos resultados. Algumas hipóteses explicativas são discutidas e são apresentadas orientações para pesquisa futura.
La creatividad está actualmente considerada como aspecto esencial en la Educación Superior. Sin embargo, existe discrepancia entre la necesidad de creatividad y lo que la universidad ofrece. Este estudio evaluó percepciones de 1.599 estudiantes universitarios (1.059 de Brasil y 540 de Portugal) de dos áreas curriculares (Ciencia y Tecnología – Sc Ciencias Sociales, Artes y Humanidades – SscA&T) acerca de la presencia de creatividad en las prácticas docentes, instructivas y evaluativas dirigidas a ellos. Los resultados mostraron efectos de interacción significativos entre las variables país y área curricular para la mayoría de los factores evaluados: fomento de nuevas ideas, entorno para la expresión de ideas e interés en el aprendizaje del estudiante. Los estudiantes brasileños de Sc&T mostraron percepciones más negativas de la clase en comparación con los de SSCA los estudiantes portugueses obtuvieron patrones opuestos en los resultados. Algunas hipótesis explicativas se discuten y se presentan directrices para investigación futura.
Thermo Scientific]]></description><identifier>ISSN: 0103-863X</identifier><identifier>ISSN: 1982-4327</identifier><identifier>EISSN: 1982-4327</identifier><identifier>EISSN: 0103-863X</identifier><identifier>DOI: 10.1590/1982-43272767201707</identifier><language>eng</language><publisher>São Paulo: Universidade de São Paulo. Faculdade de Filosofia Letras & Ciências Humanas</publisher><subject>Classrooms ; College Faculty ; College students ; Creatividad ; Creativity ; Criatividade ; Cultura ; Cultural instruction ; Culture ; Curricula ; Educación superior ; Educational psychology ; Educational Strategies ; Ensino superior ; Estudantes ; Estudiantes ; Foreign language learning ; Higher education ; Innovations ; Learning environment ; PSYCHOLOGY ; PSYCHOLOGY, EDUCATIONAL ; PSYCHOLOGY, MULTIDISCIPLINARY ; Social sciences ; Student attitudes ; Students ; Studies ; Teaching ; Teaching methods ; Teaching work ; Trabajo docente ; Trabalho docente ; Universities</subject><ispartof>Paidéia cadernos de Psicologia e Educação, 2017-08, Vol.27 (67), p.56-64</ispartof><rights>Copyright Universidade de São Paulo-Programa de Pós Graduação em Psicologia, Faculdade de Filosofia Ciências e Letras de Ribeirão Preto May/Aug 2017</rights><rights>This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c3677-b021438f3a042dcd61689f4e6630d643816c2835f47ba236f324881c0c49c9353</citedby><cites>FETCH-LOGICAL-c3677-b021438f3a042dcd61689f4e6630d643816c2835f47ba236f324881c0c49c9353</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.proquest.com/docview/2101297275/fulltextPDF?pq-origsite=primo$$EPDF$$P50$$Gproquest$$Hfree_for_read</linktopdf><linktohtml>$$Uhttps://www.proquest.com/docview/2101297275?pq-origsite=primo$$EHTML$$P50$$Gproquest$$Hfree_for_read</linktohtml><link.rule.ids>230,314,777,781,882,12832,21359,21375,21376,24131,25734,27905,27906,31250,33592,33858,34511,36993,43714,43861,44096,44571,73970,74146,74388,74875</link.rule.ids></links><search><creatorcontrib>Morais, Maria de Fátima</creatorcontrib><creatorcontrib>Fleith, Denise de Souza</creatorcontrib><creatorcontrib>Almeida, Leandro S.</creatorcontrib><creatorcontrib>Azevedo, Ivete</creatorcontrib><creatorcontrib>Alencar, Eunice M. L. Soriano de</creatorcontrib><creatorcontrib>Araújo, Alexandra</creatorcontrib><title>Teaching practices for creativity at university: a study in Portugal and Brazil</title><title>Paidéia cadernos de Psicologia e Educação</title><addtitle>Paidéia (Ribeirão Preto)</addtitle><description><![CDATA[Creativity is nowadays seen as an essential feature in higher education. Nevertheless, there is a discrepancy between the need for creativity and what higher education classrooms provide. This study assessed the perceptions of 1599 higher education students from two countries (1059 Brazilian and 540 Portuguese students), from two academic domains (Sciences and Technologies – Sc Social Sciences, Arts, and Humanities – SScA&H), about the presence of creativity in their teachers’ instruction and evaluation practices. The study’s findings evidence interactive effects between the variables country and academic domain for most of the assessed factors: encouragement of new ideas, climate for the expression of ideas, and interest in students’ learning. Brazilian Sc&T students presented more negative perceptions of their classroom environments when compared to SScA&H students; Portuguese students showed opposite patterns of results. Some hypothetical explanations are discussed and future directions for research are presented.
Criatividade é atualmente tomada como aspecto essencial na Educação Superior. Há, contudo, discrepância entre a necessidade de criatividade e o que a universidade proporciona. Este estudo avaliou percepções de 1599 alunos universitários de dois países (1059 brasileiros e 540 portugueses), de duas áreas curriculares (Ciências e Tecnologias – Sc Ciências Sociais, Artes e Humanidades – SscA&H) sobre a presença de criatividade nas práticas docentes, instrucionais e avaliativas, de que são alvo. Os resultados mostraram efeitos interativos significativos entre as variáveis país e área curricular para a maioria dos fatores avaliados: encorajamento de novas ideias, clima para expressão de ideias e interesse pela aprendizagem dos alunos. Os estudantes brasileiros de Sc&T mostraram percepções mais negativas da sala de aula, comparados com os de SScA os alunos portugueses obtiveram padrões opostos nos resultados. Algumas hipóteses explicativas são discutidas e são apresentadas orientações para pesquisa futura.
La creatividad está actualmente considerada como aspecto esencial en la Educación Superior. Sin embargo, existe discrepancia entre la necesidad de creatividad y lo que la universidad ofrece. Este estudio evaluó percepciones de 1.599 estudiantes universitarios (1.059 de Brasil y 540 de Portugal) de dos áreas curriculares (Ciencia y Tecnología – Sc Ciencias Sociales, Artes y Humanidades – SscA&T) acerca de la presencia de creatividad en las prácticas docentes, instructivas y evaluativas dirigidas a ellos. Los resultados mostraron efectos de interacción significativos entre las variables país y área curricular para la mayoría de los factores evaluados: fomento de nuevas ideas, entorno para la expresión de ideas e interés en el aprendizaje del estudiante. Los estudiantes brasileños de Sc&T mostraron percepciones más negativas de la clase en comparación con los de SSCA los estudiantes portugueses obtuvieron patrones opuestos en los resultados. Algunas hipótesis explicativas se discuten y se presentan directrices para investigación futura.
Thermo Scientific]]></description><subject>Classrooms</subject><subject>College Faculty</subject><subject>College students</subject><subject>Creatividad</subject><subject>Creativity</subject><subject>Criatividade</subject><subject>Cultura</subject><subject>Cultural instruction</subject><subject>Culture</subject><subject>Curricula</subject><subject>Educación superior</subject><subject>Educational psychology</subject><subject>Educational Strategies</subject><subject>Ensino superior</subject><subject>Estudantes</subject><subject>Estudiantes</subject><subject>Foreign language learning</subject><subject>Higher education</subject><subject>Innovations</subject><subject>Learning environment</subject><subject>PSYCHOLOGY</subject><subject>PSYCHOLOGY, EDUCATIONAL</subject><subject>PSYCHOLOGY, MULTIDISCIPLINARY</subject><subject>Social sciences</subject><subject>Student attitudes</subject><subject>Students</subject><subject>Studies</subject><subject>Teaching</subject><subject>Teaching methods</subject><subject>Teaching work</subject><subject>Trabajo docente</subject><subject>Trabalho docente</subject><subject>Universities</subject><issn>0103-863X</issn><issn>1982-4327</issn><issn>1982-4327</issn><issn>0103-863X</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2017</creationdate><recordtype>article</recordtype><sourceid>7T9</sourceid><sourceid>ALSLI</sourceid><sourceid>CJNVE</sourceid><sourceid>HEHIP</sourceid><sourceid>M0P</sourceid><sourceid>M2R</sourceid><sourceid>M2S</sourceid><sourceid>PIMPY</sourceid><sourceid>DOA</sourceid><recordid>eNpVUV1rFDEUDaLgWv0FvgR8npqbzOTDNy1WC4UW2kLfwt1MsmYZJ2sys7D-ejMdqfgQLrn3nsO55xDyHtg5dIZ9BKN50wquuJKKM1BMvSCb5-5LsmHARKOleHxN3pSyZ0xqyeSG3Nx7dD_iuKOHjG6KzhcaUqYue5ziMU4nihOdx3j0udTfJ4q0THN_onGktylP8w4HimNPv2T8HYe35FXAofh3f-sZebj8en_xvbm--XZ18fm6cUIq1WwZh1boIJC1vHe9BKlNaL2UgvWyTkA6rkUXWrVFLmQQvNUaHHOtcUZ04oxcrbx9wr095PgT88kmjPapkfLOYq7nDN4GEND7FrZcmpZ3gKIDvhUhaAfGSFW5zleu4qIfkt2nOY9VvL1bXLOLa0-eMsbr62QFfFgBh5x-zb5M_yAcGHBTc1gkinXL5VRK9uFZJjC7xGaXgOz_sVUUXVHZIR5s9sdYJiwWNK-7SleH_gDtzY8-</recordid><startdate>20170801</startdate><enddate>20170801</enddate><creator>Morais, Maria de Fátima</creator><creator>Fleith, Denise de Souza</creator><creator>Almeida, Leandro S.</creator><creator>Azevedo, Ivete</creator><creator>Alencar, Eunice M. 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Soriano de ; Araújo, Alexandra</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c3677-b021438f3a042dcd61689f4e6630d643816c2835f47ba236f324881c0c49c9353</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2017</creationdate><topic>Classrooms</topic><topic>College Faculty</topic><topic>College students</topic><topic>Creatividad</topic><topic>Creativity</topic><topic>Criatividade</topic><topic>Cultura</topic><topic>Cultural instruction</topic><topic>Culture</topic><topic>Curricula</topic><topic>Educación superior</topic><topic>Educational psychology</topic><topic>Educational Strategies</topic><topic>Ensino superior</topic><topic>Estudantes</topic><topic>Estudiantes</topic><topic>Foreign language learning</topic><topic>Higher education</topic><topic>Innovations</topic><topic>Learning environment</topic><topic>PSYCHOLOGY</topic><topic>PSYCHOLOGY, EDUCATIONAL</topic><topic>PSYCHOLOGY, MULTIDISCIPLINARY</topic><topic>Social sciences</topic><topic>Student attitudes</topic><topic>Students</topic><topic>Studies</topic><topic>Teaching</topic><topic>Teaching methods</topic><topic>Teaching work</topic><topic>Trabajo docente</topic><topic>Trabalho docente</topic><topic>Universities</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Morais, Maria de Fátima</creatorcontrib><creatorcontrib>Fleith, Denise de Souza</creatorcontrib><creatorcontrib>Almeida, Leandro S.</creatorcontrib><creatorcontrib>Azevedo, Ivete</creatorcontrib><creatorcontrib>Alencar, Eunice M. 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L. Soriano de</au><au>Araújo, Alexandra</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Teaching practices for creativity at university: a study in Portugal and Brazil</atitle><jtitle>Paidéia cadernos de Psicologia e Educação</jtitle><addtitle>Paidéia (Ribeirão Preto)</addtitle><date>2017-08-01</date><risdate>2017</risdate><volume>27</volume><issue>67</issue><spage>56</spage><epage>64</epage><pages>56-64</pages><issn>0103-863X</issn><issn>1982-4327</issn><eissn>1982-4327</eissn><eissn>0103-863X</eissn><abstract><![CDATA[Creativity is nowadays seen as an essential feature in higher education. Nevertheless, there is a discrepancy between the need for creativity and what higher education classrooms provide. This study assessed the perceptions of 1599 higher education students from two countries (1059 Brazilian and 540 Portuguese students), from two academic domains (Sciences and Technologies – Sc Social Sciences, Arts, and Humanities – SScA&H), about the presence of creativity in their teachers’ instruction and evaluation practices. The study’s findings evidence interactive effects between the variables country and academic domain for most of the assessed factors: encouragement of new ideas, climate for the expression of ideas, and interest in students’ learning. Brazilian Sc&T students presented more negative perceptions of their classroom environments when compared to SScA&H students; Portuguese students showed opposite patterns of results. Some hypothetical explanations are discussed and future directions for research are presented.
Criatividade é atualmente tomada como aspecto essencial na Educação Superior. Há, contudo, discrepância entre a necessidade de criatividade e o que a universidade proporciona. Este estudo avaliou percepções de 1599 alunos universitários de dois países (1059 brasileiros e 540 portugueses), de duas áreas curriculares (Ciências e Tecnologias – Sc Ciências Sociais, Artes e Humanidades – SscA&H) sobre a presença de criatividade nas práticas docentes, instrucionais e avaliativas, de que são alvo. Os resultados mostraram efeitos interativos significativos entre as variáveis país e área curricular para a maioria dos fatores avaliados: encorajamento de novas ideias, clima para expressão de ideias e interesse pela aprendizagem dos alunos. Os estudantes brasileiros de Sc&T mostraram percepções mais negativas da sala de aula, comparados com os de SScA os alunos portugueses obtiveram padrões opostos nos resultados. Algumas hipóteses explicativas são discutidas e são apresentadas orientações para pesquisa futura.
La creatividad está actualmente considerada como aspecto esencial en la Educación Superior. Sin embargo, existe discrepancia entre la necesidad de creatividad y lo que la universidad ofrece. Este estudio evaluó percepciones de 1.599 estudiantes universitarios (1.059 de Brasil y 540 de Portugal) de dos áreas curriculares (Ciencia y Tecnología – Sc Ciencias Sociales, Artes y Humanidades – SscA&T) acerca de la presencia de creatividad en las prácticas docentes, instructivas y evaluativas dirigidas a ellos. Los resultados mostraron efectos de interacción significativos entre las variables país y área curricular para la mayoría de los factores evaluados: fomento de nuevas ideas, entorno para la expresión de ideas e interés en el aprendizaje del estudiante. Los estudiantes brasileños de Sc&T mostraron percepciones más negativas de la clase en comparación con los de SSCA los estudiantes portugueses obtuvieron patrones opuestos en los resultados. Algunas hipótesis explicativas se discuten y se presentan directrices para investigación futura.
Thermo Scientific]]></abstract><cop>São Paulo</cop><pub>Universidade de São Paulo. Faculdade de Filosofia Letras & Ciências Humanas</pub><doi>10.1590/1982-43272767201707</doi><tpages>9</tpages><oa>free_for_read</oa></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 0103-863X |
| ispartof | Paidéia cadernos de Psicologia e Educação, 2017-08, Vol.27 (67), p.56-64 |
| issn | 0103-863X 1982-4327 1982-4327 0103-863X |
| language | eng |
| recordid | cdi_doaj_primary_oai_doaj_org_article_f131de41b2694251a3512b3ff8c19967 |
| source | Publicly Available Content Database; Social Science Premium Collection; Sociology Collection; Linguistics and Language Behavior Abstracts (LLBA); SciELO; Education Collection |
| subjects | Classrooms College Faculty College students Creatividad Creativity Criatividade Cultura Cultural instruction Culture Curricula Educación superior Educational psychology Educational Strategies Ensino superior Estudantes Estudiantes Foreign language learning Higher education Innovations Learning environment PSYCHOLOGY PSYCHOLOGY, EDUCATIONAL PSYCHOLOGY, MULTIDISCIPLINARY Social sciences Student attitudes Students Studies Teaching Teaching methods Teaching work Trabajo docente Trabalho docente Universities |
| title | Teaching practices for creativity at university: a study in Portugal and Brazil |
| url | http://sfxeu10.hosted.exlibrisgroup.com/loughborough?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-01-19T20%3A52%3A51IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-proquest_doaj_&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Teaching%20practices%20for%20creativity%20at%20university:%20a%20study%20in%20Portugal%20and%20Brazil&rft.jtitle=Paid%C3%A9ia%20cadernos%20de%20Psicologia%20e%20Educac%CC%A7a%CC%83o&rft.au=Morais,%20Maria%20de%20F%C3%A1tima&rft.date=2017-08-01&rft.volume=27&rft.issue=67&rft.spage=56&rft.epage=64&rft.pages=56-64&rft.issn=0103-863X&rft.eissn=1982-4327&rft_id=info:doi/10.1590/1982-43272767201707&rft_dat=%3Cproquest_doaj_%3E2101297275%3C/proquest_doaj_%3E%3Cgrp_id%3Ecdi_FETCH-LOGICAL-c3677-b021438f3a042dcd61689f4e6630d643816c2835f47ba236f324881c0c49c9353%3C/grp_id%3E%3Coa%3E%3C/oa%3E%3Curl%3E%3C/url%3E&rft_id=info:oai/&rft_pqid=2101297275&rft_id=info:pmid/&rft_scielo_id=S0103_863X2017000200056&rfr_iscdi=true |