Creativity Testing, Achievement, and Higher-Order Thinking in Schoolchildren
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Creativity Testing, Achievement, and Higher-Order Thinking in Schoolchildren
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2016-04
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Center for Urban and Regional Affairs, University of Minnesota
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Newsletter or Bulletin
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Creativity and innovation are seen as critical factors in economic growth and personal success. This article presents research about the creative capability of Minnesota schoolchildren and the correlation between creativity and academic success. Creativity, as a measured skill, has declined in American schoolchildren since 1991, and this decline will have a greater impact on economic vitality than shortfalls in science or math. Methods, results, and analysis are presented, and the article concludes with observations about the nature of education and connections between higher-order thinking, creativity, and achievement scores. The research on which this article is based was supported by a grant from the University Metropolitan Consortium, which is coordinated through CURA.
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The research upon which this article is based was supported by a grant from the University Metropolitan Consortium. The authors also published an article based on their research in the journal Thinking Skills and Creativity. Visit z.umn.edu/13c4 to read more.
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University of Minnesota: Center for Urban and Regional Affairs; Hokanson, Brad; Bart, William. (2016). Creativity Testing, Achievement, and Higher-Order Thinking in Schoolchildren. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/178982.
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