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Creativity of students' stories: Case study at primary school

Kreativnost u pričama učenika - studija slučaja u osnovnoj školi

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2012
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Maksić, Slavica
Ševkušić, Slavica
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Abstract
The paper explores a question relevant to educational practice: to what extent are teachers’ assessments of students’ creative story writing reliable and useful for gaining insight into students’ creative production in this domain, and for shaping and providing adequate support to creative potential of young people at school setting. Participants in this study were sixth and seventh grade primary school students who wrote stories (N=142), and teachers who assessed creativity of these stories (N=3). A statistically significant, but low agreement was found among teachers’ assessments of the stories’ creativity. The teachers identified two groups of creativity indicators: the first group refers to expression in the verbal domain (knowledge of language, playing with language), while the other group refers to creativity in general (originality, sentiment, ethic dimension). Case studies of four most creative story writers failed to find a typical profile with critical contribution of any ind...icator or precondition for their creative production. Narrative analysis of the most creative stories confirmed the existence of those indicators of creative potential which the teachers reported in their essays. It is concluded that an individual approach in interpreting data on the child’ talents is necessary even at the primary school level. It is recommended to combine qualitative and quantitative methods, which enables obtaining data that would not be accessible by using only one or the other approach.

Problem rada određen je kao pitanje značajno za školsku praksu: koliko su pouzdane i korisne procene nastavnika za formiranje slike o kreativnim kapacitetima učenika i za oblikovanje adekvatne podrške kreativnim potencijalima mladih u školi. U istraživanju su učestvovali učenici šestog i sedmog razreda osnovne škole (N=142) koji su pisali priče, i nastavnici koji su procenjivali kreativnost tih priča (N=3). Utvrđeno je statistički značajno, ali nisko slaganje nastavnika u procenjivanju kreativnosti priča. Nastavnici su u pričama identifikovali dve grupe indikatora kreativnosti: prva grupa odnosila se na izražavanje u verbalnom domenu (poznavanje jezika, igranje jezikom), a druga na kreativnost uopšte (originalnost, emocionalnost, etička dimenzija). Četiri studije slučaja učenika koji su napisali najkreativnije priče otkrile su da nema tipičnog profila sa kritičnim doprinosom bilo kog indikatora ili preduslova koji su uključeni u ispitivanje. Analiza narativa najkreativnijih priča potvr...dila je prisustvo indikatora kreativnog potencijala o kojima su izveštavali nastavnici u svojim esejima. Zaključeno je da je neophodan individualni pristup u tumačenju podataka o detetovom talentu već na osnovnoškolskom uzrastu. Preporučeno je kombinovanje kvantitativnih i kvalitativnih metoda koje stvara uslove za dolaženje do podataka koji se ne bi mogli dobiti primenom samo jednog pristupa.

Keywords:
creative writing / mix-method approach / teachers' assessments / primary school / kreativno pisanje / miks-metodski pristup / nastavničke procene / osnovna škola
Source:
Zbornik Instituta za pedagoška istraživanja, 2012, 44, 1, 128-143
Publisher:
  • Institut za pedagoška istraživanja, Beograd
Funding / projects:
  • Improving the quality and accessibility of education in modernization processes in Serbia (RS-47008)
  • From encouraging initiative, cooperation and creativity in education to new roles and identities in society (RS-179034)

DOI: 10.2298/ZIPI1201128M

ISSN: 0579-6431

Scopus: 2-s2.0-84947899941
[ Google Scholar ]
URI
http://ipir.ipisr.org.rs/handle/123456789/192
Collections
  • Radovi istraživača / Researchers’ publications
  • Zbornik Instituta za pedagoška istraživanja
Institution/Community
IPI
TY  - JOUR
AU  - Maksić, Slavica
AU  - Ševkušić, Slavica
PY  - 2012
UR  - http://ipir.ipisr.org.rs/handle/123456789/192
AB  - The paper explores a question relevant to educational practice: to what extent are teachers’ assessments of students’ creative story writing reliable and useful for gaining insight into students’ creative production in this domain, and for shaping and providing adequate support to creative potential of young people at school setting. Participants in this study were sixth and seventh grade primary school students who wrote stories (N=142), and teachers who assessed creativity of these stories (N=3). A statistically significant, but low agreement was found among teachers’ assessments of the stories’ creativity. The teachers identified two groups of creativity indicators: the first group refers to expression in the verbal domain (knowledge of language, playing with language), while the other group refers to creativity in general (originality, sentiment, ethic dimension). Case studies of four most creative story writers failed to find a typical profile with critical contribution of any indicator or precondition for their creative production. Narrative analysis of the most creative stories confirmed the existence of those indicators of creative potential which the teachers reported in their essays. It is concluded that an individual approach in interpreting data on the child’ talents is necessary even at the primary school level. It is recommended to combine qualitative and quantitative methods, which enables obtaining data that would not be accessible by using only one or the other approach.
AB  - Problem rada određen je kao pitanje značajno za školsku praksu: koliko su pouzdane i korisne procene nastavnika za formiranje slike o kreativnim kapacitetima učenika i za oblikovanje adekvatne podrške kreativnim potencijalima mladih u školi. U istraživanju su učestvovali učenici šestog i sedmog razreda osnovne škole (N=142) koji su pisali priče, i nastavnici koji su procenjivali kreativnost tih priča (N=3). Utvrđeno je statistički značajno, ali nisko slaganje nastavnika u procenjivanju kreativnosti priča. Nastavnici su u pričama identifikovali dve grupe indikatora kreativnosti: prva grupa odnosila se na izražavanje u verbalnom domenu (poznavanje jezika, igranje jezikom), a druga na kreativnost uopšte (originalnost, emocionalnost, etička dimenzija). Četiri studije slučaja učenika koji su napisali najkreativnije priče otkrile su da nema tipičnog profila sa kritičnim doprinosom bilo kog indikatora ili preduslova koji su uključeni u ispitivanje. Analiza narativa najkreativnijih priča potvrdila je prisustvo indikatora kreativnog potencijala o kojima su izveštavali nastavnici u svojim esejima. Zaključeno je da je neophodan individualni pristup u tumačenju podataka o detetovom talentu već na osnovnoškolskom uzrastu. Preporučeno je kombinovanje kvantitativnih i kvalitativnih metoda koje stvara uslove za dolaženje do podataka koji se ne bi mogli dobiti primenom samo jednog pristupa.
PB  - Institut za pedagoška istraživanja, Beograd
T2  - Zbornik Instituta za pedagoška istraživanja
T1  - Creativity of students' stories: Case study at primary school
T1  - Kreativnost u pričama učenika - studija slučaja u osnovnoj školi
EP  - 143
IS  - 1
SP  - 128
VL  - 44
DO  - 10.2298/ZIPI1201128M
ER  - 
@article{
author = "Maksić, Slavica and Ševkušić, Slavica",
year = "2012",
abstract = "The paper explores a question relevant to educational practice: to what extent are teachers’ assessments of students’ creative story writing reliable and useful for gaining insight into students’ creative production in this domain, and for shaping and providing adequate support to creative potential of young people at school setting. Participants in this study were sixth and seventh grade primary school students who wrote stories (N=142), and teachers who assessed creativity of these stories (N=3). A statistically significant, but low agreement was found among teachers’ assessments of the stories’ creativity. The teachers identified two groups of creativity indicators: the first group refers to expression in the verbal domain (knowledge of language, playing with language), while the other group refers to creativity in general (originality, sentiment, ethic dimension). Case studies of four most creative story writers failed to find a typical profile with critical contribution of any indicator or precondition for their creative production. Narrative analysis of the most creative stories confirmed the existence of those indicators of creative potential which the teachers reported in their essays. It is concluded that an individual approach in interpreting data on the child’ talents is necessary even at the primary school level. It is recommended to combine qualitative and quantitative methods, which enables obtaining data that would not be accessible by using only one or the other approach., Problem rada određen je kao pitanje značajno za školsku praksu: koliko su pouzdane i korisne procene nastavnika za formiranje slike o kreativnim kapacitetima učenika i za oblikovanje adekvatne podrške kreativnim potencijalima mladih u školi. U istraživanju su učestvovali učenici šestog i sedmog razreda osnovne škole (N=142) koji su pisali priče, i nastavnici koji su procenjivali kreativnost tih priča (N=3). Utvrđeno je statistički značajno, ali nisko slaganje nastavnika u procenjivanju kreativnosti priča. Nastavnici su u pričama identifikovali dve grupe indikatora kreativnosti: prva grupa odnosila se na izražavanje u verbalnom domenu (poznavanje jezika, igranje jezikom), a druga na kreativnost uopšte (originalnost, emocionalnost, etička dimenzija). Četiri studije slučaja učenika koji su napisali najkreativnije priče otkrile su da nema tipičnog profila sa kritičnim doprinosom bilo kog indikatora ili preduslova koji su uključeni u ispitivanje. Analiza narativa najkreativnijih priča potvrdila je prisustvo indikatora kreativnog potencijala o kojima su izveštavali nastavnici u svojim esejima. Zaključeno je da je neophodan individualni pristup u tumačenju podataka o detetovom talentu već na osnovnoškolskom uzrastu. Preporučeno je kombinovanje kvantitativnih i kvalitativnih metoda koje stvara uslove za dolaženje do podataka koji se ne bi mogli dobiti primenom samo jednog pristupa.",
publisher = "Institut za pedagoška istraživanja, Beograd",
journal = "Zbornik Instituta za pedagoška istraživanja",
title = "Creativity of students' stories: Case study at primary school, Kreativnost u pričama učenika - studija slučaja u osnovnoj školi",
pages = "143-128",
number = "1",
volume = "44",
doi = "10.2298/ZIPI1201128M"
}
Maksić, S.,& Ševkušić, S.. (2012). Creativity of students' stories: Case study at primary school. in Zbornik Instituta za pedagoška istraživanja
Institut za pedagoška istraživanja, Beograd., 44(1), 128-143.
https://doi.org/10.2298/ZIPI1201128M
Maksić S, Ševkušić S. Creativity of students' stories: Case study at primary school. in Zbornik Instituta za pedagoška istraživanja. 2012;44(1):128-143.
doi:10.2298/ZIPI1201128M .
Maksić, Slavica, Ševkušić, Slavica, "Creativity of students' stories: Case study at primary school" in Zbornik Instituta za pedagoška istraživanja, 44, no. 1 (2012):128-143,
https://doi.org/10.2298/ZIPI1201128M . .

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