Long-Term Effects of Creativity Training with Middle School Students

Bibliographic Data

ID11670797
AuthorsJohn Baer (0000-0002-8758-0030, Rutgers Sexual and Reproductive Health and Rights, corresponding author), John M Baer (Rutgers, the State University of New Jersey)
Year1988
Volume8
Issue2
Pages183-193
Publication date1988-06-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueThe Journal of Early Adolescence (JOURNAL)
Journal identifiersISSN: 0272-4316 • E-ISSN: 1552-5449
PublisherSAGE Publishing (PUBLISHER • US)
DOI10.1177/0272431688082006
OpenAlexW2051592669
LanguageEN
Citations received4
References cited8

The effectiveness of a creativity-training program was investigated. Two matched eighth-grade classes of high-ability students (N = 48) were chosen for the study. The experimental group spent three days and two nights at an outdoor school learning to use the Osborne-Parnes model of creative problem solving. There was no treatment for the control group. Just prior to the training both groups were tested, and six months after the training they were retested. There were four subtests: (a) datafinding, (b) problem-finding, (c) idea-finding, and (d) solution-finding, containing both divergent and convergent sections. Mean gain scores of the two groups were compared. On every subtest the experimental group outperformed the control group significantly, indicating that after six months the skills of creative problem solving had been retained

Creative problem-solving · Creativity · Developmental psychology · Mathematics education · Statistics · Term (time · Training (meteorology · Treatment and control groups · Creativity in Education and Neuroscience · Education, Achievement, and Giftedness · Mathematics · Outdoor and Experiential Education · Psychology · Social Psychology

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