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Programming Creative Behaviour
Author(s) -
Razik Taher A.
Publication year - 1976
Publication title -
british journal of educational technology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.79
H-Index - 95
eISSN - 1467-8535
pISSN - 0007-1013
DOI - 10.1111/j.1467-8535.1976.tb00743.x
Subject(s) - fluency , creativity , elaboration , originality , flexibility (engineering) , programmed instruction , psychology , generalization , mathematics education , control (management) , creative thinking , social psychology , computer science , humanities , artificial intelligence , mathematics , mathematical analysis , philosophy , statistics
This research is designed to ascertain the extent to which programmed instruction is capable of developing creative behaviour. The objectives were: (a) whether or not subjects receiving creative problem‐solving training by programmed methods alone show an increase in creative ability as do subjects receiving the same programmed materials by instructor‐taught methods; (b) whether or not either or both groups show a significant gain in creative ability and (c) the attitudes of the subjects toward the two methods. The pattern of results of the various tests of creative ability permits the generalization that the instructor‐taught programmed groups were superior to those who took the programme alone and to control groups; and the groups that took the programme alone were superior to the control groups. The tests most representative of this outcome were Elaboration, Fluency, Flexibility, Alternative Uses, Originality and Consequences. In addition, data was obtained on students' attitudes towards both methods of instruction.