Creatividad, superdotación y estilos de aprendizaje: hacia un modelo integrador

  • Olivia López Martínez
  • María Dolores Prieto Sánchez
  • Rosa Hervás Avilés

Abstract

O obxectivo do traballo consiste en analizar diferentes modelos sobre creatividade e propoñer algunhas liñas para traballala na aula ordinaria. En primeiro lugar, comentamos as teorías xa clásicas de Guilford e Torrance, por ser dúas teorías utilizadas actualmente por Renzulli, nos seus programas para alumnos para desenvolver e favorece-los procesos creativos. En segundo lugar, presentamos, desde a perspectiva cognitiva, o modelo de Treffinger sobre a interacción entre a creatividade e os estilos de aprendizaxe e o de Sternberg sobre a superdotación creativa. En terceiro lugar, estudiamos a proposta de Perkins sobre o pensamento inventivo e as implicacións educativas que se derivan do mesmo. En cuarto lugar, recollemos a teoría de De Bono e a importancia que teñen para favorecelo desenvolvemento do pensamento lateral dentro do contexto escolar. En quinto lugar, propoñemos un modelo sobre a evaluación da creatividade desde os primeiros niveis instruccionais. Finalmente planteamo-las liñas xerais do noso programa de creatividade orientado á mellora de procesos e habilidades creativas para alumnos superdotados ou máis capaces dentro da aula ordinaria.

The objetive of the work is based on analyze different models about vreativity and suggests several guidelines to develop it in tehe regular clasroom. Fisrtly , we comment the classic theories of Guilford and Torrance because both of them are currently used by Renzulli in his programs for gifted children to develop. Their creative processes programs for gigted children to develop their creativity (or creative processes). Secondly, we analyze the cognitive perspective the Treffinger´s model about interaction between creativity and learning styles and Sterberg´s model about creative highly gifted. In third place, we study Perkins proposal about inventive thinking and educational consequences derived from it. In fourth place, we present De Bono is theory and its importance to estimulate the develompment of lateral thinking within school enviroment. In fifth place, we propose a model about assesment of creativity since first educational levels. Finally, we set out general guidelines of our creativity programs oriented to the improvement of processes and skills os children or more able in the regular classroom.

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Published
1998-01-01
How to Cite
López Martínez O. ., Prieto Sánchez M. D. . y Hervás Avilés R. . (1998). Creatividad, superdotación y estilos de aprendizaje: hacia un modelo integrador. FAISCA: Journal of High Abilities, 6, 86-108. https://revistas.ucm.es/index.php/FAIS/article/view/FAIS9898110086A
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Articles