Show simple item record

dc.contributor.authorBertol Gros, Ana
dc.contributor.authorLópez Álvarez, David
dc.date.accessioned2021-11-11T08:02:55Z
dc.date.available2021-11-11T08:02:55Z
dc.date.issued2021-10-28
dc.identifier.citationBertol Gros, Ana; López, David. Percepciones sobre la creatividad en el Grado de Arquitectura. A: Garcia Escudero, Daniel; Bardí Milà, Berta, eds. “IX Jornadas sobre Innovación Docente en Arquitectura (JIDA'21), Escuela Técnica Superior de Arquitectura de Valladolid, 11 y 12 de Noviembre de 2021: libro de actas”. Barcelona: UPC IDP; GILDA, 2021. ISBN: 978-84-9880-969-5, p. 503-513
dc.identifier.isbn978-84-9880-969-5
dc.identifier.issn2462-571X
dc.identifier.urihttp://hdl.handle.net/2117/356085
dc.description.abstractIn a world dominated by standardization, the future of humanity depends on educating creative people. An original, useful and valuable idea cannot be obtained through standardized processes or an internet search. This communication collects the results of an investigation carried out with focus groups, consisting of two groups of students (Junior and Senior) and a group of teachers, from the Architecture Degree at San Jorge University. The research aim was to learn about the participant’s percetions about creativity and discover what attitudes and methods encourage or impede its development. Open questions about the topic were posed to rise discussions among participants. Afterwards, the dialogues were analyzed according to the three keys to developing creativity in the classroom proposed by Robert Sternberg: generating opportunities, fostering creativity and rewarding thecreative effort. 
dc.description.abstractEn un mundo dominado por la estandarización, el futuro de la humanidad depende de educar personas creativas. Una idea original, útil y con valor, no se puede obtener mediante procesos estandarizados ni una búsqueda en internet. Esta comunicación recoge los resultados de una investigación mediante grupos focales, realizada con dos grupos de estudiantes (Junior y Senior) y un grupo de docentes, del Grado de Arquitectura de la Universidad San Jorge. El objetivo de la investigación era conocer las percepciones que los participantes tienen sobre la creatividad y descubrir qué actitudes y métodos fomentan o impiden el desarrollo de ésta. Se plantearon preguntas abiertas sobre el tema para generar diálogo entre los participantes. Posteriormente se analizaron las respuestas según las tres claves para desarrollar la creatividad en el aula propuestas por Robert Sternberg: generar oportunidades, fomentar la creatividad y recompensar el esfuerzo creativo. 
dc.format.extent11 p.
dc.language.isospa
dc.publisherGrup per a la Innovació i la Logística Docent en l'Arquitectura (GILDA)
dc.publisherUniversitat Politècnica de Catalunya. Iniciativa Digital Politècnica
dc.relation.ispartofJornadas sobre Innovación Docente en Arquitectura (9as: 2021: Valladolid)
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 International
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subjectÀrees temàtiques de la UPC::Arquitectura
dc.subjectÀrees temàtiques de la UPC::Ensenyament i aprenentatge
dc.subject.lcshArchitecture -- Study and teaching (Higher)
dc.subject.lcshCreative ability
dc.subject.otherCreatividad en los estudios de arquitectura
dc.subject.otherPercepción de la creatividad
dc.subject.otherMetodologías educativas
dc.subject.otherCreativity in architecture studies
dc.subject.otherPerception of creativity
dc.subject.otherEducational methodologies
dc.titlePercepciones sobre la creatividad en el Grado de Arquitectura
dc.title.alternativePerceptions on creativity at the Architecture Degree
dc.typeConference report
dc.subject.lemacArquitectura -- Ensenyament universitari
dc.subject.lemacCreativitat
dc.identifier.doi10.5821/jida.2021.10575
dc.description.peerreviewedPeer Reviewed
dc.rights.accessOpen Access
dc.date.updated2021-11-11T08:02:55Z
dc.relation.referencesAMABILE, T. (2011). Componential Theory of Creativity. In Encyclopedia of Management Theory. Harvard Business School. <https://doi.org/10.4135/9781452276090.n50>
dc.relation.referencesBAER, J. y KAUFMAN, J.C. (2004). Bridging generality and specificity: The amusement park theoretical (apt) model of creativity. In J. C. Kaufman & J. Baer (Eds.), Creativity across Domains: Faces of the Muse (1st ed., Issue 1, pp. 339-346). Taylor & Francis Group. <https://doi.org/10.1080/02783190509554310>
dc.relation.referencesBRAVO, J.A.F. (2020). Enseñar desde el cerebro del que aprende. Youtube. <https://www.youtube.com/watch?v=mB7s7r7vafA>
dc.relation.referencesBUENO, D. (2019). Neurociencia para educadores: Todo lo que los educadores siempre han querido saber sobre el cerebro de sus alumnos y nunca nadie se ha atrevido a explicárselo de manera comprensible y útil. Barcelona: Ediciones Octaedro.
dc.relation.referencesBUHL, H.R. (1960). Creative engineering design. Iowa State University Press.
dc.relation.referencesCHAN, Z.C. (2013). Exploring creativity and critical thinking in traditional and innovative problem-based learning groups. Journal of Clinical Nursing, 22(15-16). <https://doi.org/10.1111/jocn.12186>
dc.relation.referencesCROPLEY, A. (2016). The Myths of Heaven-Sent Creativity: Toward a Perhaps Less Democratic But More Down-to-Earth Understanding. Creativity Research Journal, 28(3). <https://doi.org/10.1080/10400419.2016.1195614>
dc.relation.referencesCROPLEY, A. y CROPLEY, D. (2009). Fostering creativity: A diagnostic approach for higher education and organizations (Issue January). Hampton Press. <http://www.emeraldinsight.com/10.1108/09544789410067943>
dc.relation.referencesCROPLEY, D. (2015). Promoting creativity and innovation in engineering education. Psychology of Aesthetics, Creativity, and the Arts, 9(2), 161-171. <https://doi.org/10.1037/aca0000008>
dc.relation.referencesDEVERS, K.J., y FRANKEL, R.M. (2000). Study design in Qualitative research 2: Sampling and data collection strategies. Education for Health, 13(2). <https://doi.org/10.1080/13576280050074543>
dc.relation.referencesDWECK, C.S. (2017). Mindset : Changing the way you think to fulfil your potential. London: Hachette UK.
dc.relation.referencesFUSI, G.; LAVOLPE, S.; CREPALDI, M.; y RUSCONI, M.L. (2020). The Controversial Effect of Age on Divergent Thinking Abilities: A Systematic Review. Journal of Creative Behavior, 55, 374-395. <https://doi.org/10.1002/jocb.461>
dc.relation.referencesGIZIR, S. (2007). Focus groups in educational studies. Mersin Üniversitesi Eğitim Fakültesi Dergisi. <https://doi.org/10.17860/efd.94890>
dc.relation.referencesGOLDBERG, D.E. y SOMERVILLE, M. (2014). A whole new engineer. The coming revolution in Engineering Education. Douglas MI: Threejoy.
dc.relation.referencesGUILFORD, J. P. (1950). Creativity. In American Psychologist (Vol. 5, Issue 9, pp. 444-454). American Psychological Association. <https://doi.org/10.1037/h0063487>
dc.relation.referencesHATTIE, J. y TIMPERLEY, H. (2007). The power of feedback. In Review of Educational Research (Vol. 77, Issue 1). <https://doi.org/10.3102/003465430298487>
dc.relation.referencesHENNESSEY, B.A. (2019). Motivation and creativity. In The Cambridge Handbook of Creativity: Second Edition. <https://doi.org/10.1017/cbo9780511807916.017>
dc.relation.referencesHOSSEINI, A.S. (2011). University student’s evaluation of creative education in universities and their impact on their learning. Procedia-Social and Behavioral Sciences, 15, 1806-1812. <https://doi.org/10.1016/j.sbspro.2011.04.007>
dc.relation.referencesIBM. (2010). IBM 2010 Global CEO Study: creativity selected as most crucial factor for future success. <https://www.ibm.com/news/ca/en/2010/05/20/v384864m81427w34.html>
dc.relation.referencesJACKSON, N. (2014). Developing students’ creativity through a higher education. Proceedings from the International Symposium on “The Cultivation of Creativity in University Students,” November 2013, 8-28.
dc.relation.referencesKAUFMAN, J.C. y BEGHETTO, R.A. (2009). Beyond Big and Little: The Four C Model of Creativity. Review of General Psychology, 13(1), 1-12. <https://doi.org/10.1037/a0013688>
dc.relation.referencesKAZEROUNIAN, K. y FOLEY, S. (2007). Barriers to creativity in engineering education: A study of instructors and students perceptions. Journal of Mechanical Design, Transactions of the ASME, 129(7), 761-768. <https://doi.org/10.1115/1.2739569>
dc.relation.referencesKU, Y.L. (2015). Evaluating creative thinking of RN-BSN students in the course of clinical case study and practicum. Innovations in Education and Teaching International, 52(3). <https://doi.org/10.1080/14703297.2013.838144>
dc.relation.referencesLÓPEZ, D. (2021). El futuro de los planes de estudios en Ingeniería Informática. Una visión (muy) personal. 6, 1-20. <https://upcommons.upc.edu/handle/2117/349447>
dc.relation.referencesMARTÍN, H.R. (2020). ¿Cómo aprendemos? Una aproximación científica al aprendizaje y la enseñanza (1a). Editorial Graó.
dc.relation.referencesMEJIA, C.; D’IPPOLITO, B.; y KAJIKAWA, Y. (2021). Major and recent trends in creativity research: An overview of the field with the aid of computational methods. Creativity and Innovation Management, 30(3), 475-497. <https://doi.org/10.1111/caim.12453>
dc.relation.referencesMURDOCK, M.C.; CYNDI BURNETT; y MARIE MANCE. (2007). The Big Three-Understanding and Applying Basic Affective Skills that Underlie CPS: The Thinking Skills Model. 1-11.
dc.relation.referencesOECD. (2019). OECD Future of Education and Skills 2030. OECD. <https://doi.org/10.1787/soc_glance- 2019-en>
dc.relation.referencesPERTEGAL-FELICES, M.L.; CASTEJÓN-COSTA, J.L.; y MARTÍNEZ, M.Á. (2011). Competencias socioemocionales en el desarrollo profesional del maestro. Educacion XX1, 14(2). <https://doi.org/10.5944/educxx1.14.2.253>
dc.relation.referencesPLUCKER, J.A.; BEGHETTO, R.A.; y DOW, G.T. (2004). Why isn’t creativity more important to educational psychologists? Potentials, pitfalls, and future directions in creativity research. Educational Psychologist, 39(2), 83-96. <https://doi.org/10.1207/s15326985ep3902_1>
dc.relation.referencesRHODES, M. (1961). Analysis of Creativity. Can it be taught? Phi Delta Kappan, 42(7).
dc.relation.referencesROBINSON, K. (2011). Out of our minds: Learning to be creative. John Wiley & Sons.
dc.relation.referencesROBINSON, K. (2006). Do schools kill creativity? TED. <https://www.ted.com/talks/sir_ken_robinson_do_schools_kill_creativity/transcript>
dc.relation.referencesRODGERS, P.A. y JONES, P. (2017). Comparing University Design Students’ and Tutors’ Perceptions of Creativity. Design Journal, 20(4). <https://doi.org/10.1080/14606925.2017.1323503>
dc.relation.referencesSHUBINA, I. y KULAKLI, A. (2020). The Research Patterns of Creativity and Innovation: The Period of 2010- 2019. International Journal of Emerging Technologies in Learning, 15(21), 89-102. <https://doi.org/10.3991/ijet.v15i21.16101>
dc.relation.referencesSIMONTON, D.K. (2014). Hierarchies of Creative Domains. In The Philosophy of Creativity (pp. 247-262). Oxford University Press. <https://doi.org/10.1093/acprof:oso/9780199836963.003.0013>
dc.relation.referencesSTERNBERG, R.J. (2007). Creativity as a habit. Creativity: A Handbook for Teachers, c, 3-26. <https://doi.org/10.1142/9789812770868_0001>
dc.relation.referencesSTERNBERG, R.J. y LUBART, T.I. (1991). An Investment Theory of Creativity and Its Development. Human Development, 34(1), 1-31. <https://doi.org/10.1159/000277029>
dc.relation.referencesSTILL, A. y D’INVERNO, M. (2016). A history of creativity for future AI research. Proceedings of the 7th International Conference on Computational Creativity, ICCC 2016, 147-154.
dc.relation.referencesTANERI, B. y DOGAN, F. (2021). How to learn to be creative in design: Architecture students’ perceptions of design, design process, design learning, and their transformations throughout their education. Thinking Skills and Creativity, 39(January), 100781. <https://doi.org/10.1016/j.tsc.2020.100781>
dc.relation.referencesTORRANCE, E.P. (1993). Understanding Creativity: Where to Start? Psychological Inquiry, 4(3), 232-234. <https://doi.org/10.1207/s15327965pli0403_17>
dc.relation.referencesUNITED NATIONS. (2015). Transforming our world: The 2030 Agenda for Sustainable Development. <https://www.un.org/en/chronicle/article/goal-4-education-post-2015-sustainable-development-agenda>
dc.relation.referencesWALTHER, J. y RADCLIFFE, D.F. (2007). The competence dilemma in engineering education: Moving beyond simple graduate attribute mapping. Australasian Journal of Engineering Education, 13(1), 41-51. <https://doi.org/10.1080/22054952.2007.11464000>
dc.relation.referencesWORLD ECONOMIC FORUM. (2020). The future of Jobs report 2020. <http://www3.weforum.org/docs/WEF_Future_of_Jobs_2020.pdf>
local.citation.contributorJornadas sobre Innovación Docente en Arquitectura (JIDA)
local.citation.pubplaceBarcelona
local.citation.publicationNameIX Jornadas sobre Innovación Docente en Arquitectura (JIDA'21), Escuela Técnica Superior de Arquitectura de Valladolid, 11 y 12 de Noviembre de 2021: libro de actas
local.citation.startingPage503
local.citation.endingPage513
local.ordre41
local.personalitzacitaciotrue


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record