Categorization of Creativity in Designs Generated by Secondary School Students
Abstract
Achieving creativity requires strategies that promote both problem-solving and the expression of ideas. The present study focuses on the categorization of creativity in designs that were generated by middle school students. To estimate differences in structure, function and design identity, a grid based on the Creative Design Taxonomy Model was used. The number of designs was analyzed considering gender and longitudinally over time. Annual results showed a higher number of designs which were classified as either imitation or an original creation, in general terms and for each gender. However, the quantity remained similar when analyzed longitudinally. The results suggest that imitation and design creation require students to transfer knowledge and generate ideas, highlighting the need to strengthen creative thinking.
Keywords
Learning, Creativity, Secondary education, Gender, Design taxonomyReferences
Álvarez-Álvarez, C. (2008). La etnografía como modelo de investigación educativa. Gazeta de Antropología, 24(1): Artículo 10. https://doi.org/10.30827/Digibug.6998
Amabile, T. M. (1996). Creativity in context: Update to The Social Psychology of Creativity. Westview Press.
Barbot, B., Besançon, M., y Lubart, T. (2011). Assessing Creativity in the Classroom. The Open Education Journal, 4, 58-66. https://doi.org/10.2174/1874920801104010058
Barron, F. (1972). Artists in the making San Francisco: Seminar Press, XIX, 237 pp.
Boden, M. (2004). The creative mind: Myths and mechanisms (2.ª ed.). Routledge. https://doi.rg/10.4324/9780203508527
Botella, M., Zenasni, F., y Lubart, T. I. (2011). A dynamic and ecological approach to the artistic creative process in arts students: An empirical contribution. Empirical Studies of the Arts, 29, 17-38. https://doi.org/10.2190/EM.29.1.b
Botella, M., Glaveanu, V. P., Zenasni, F., Storme, M., Myszkowski, N., Wolff, M., y Lubart, T. (2013). How artists create: Creative process and multivariate factors. Learning and Individual Differences, 26, 161-170. https://doi.org/10.1016/j.lindif.2013.02.008
Botella, M., Nelson, J., y Zenasni, F. (2016). Les macro et micro processus créatifs [The macro and micro creative processes]. En I. Capron-Puozzo, Créativité et apprentissage [Creativity and learning] (pp. 33-46). De Boeck.
Botella, M., Zenasni, F., y Lubart, T. (2018). What Are the Stages of the Creative Process? What Visual Art Students Are Saying. Frontiers in Psychology, 9, 22-66. https://doi.org/10.3389/fpsyg.2018.02266
Baughman, W.A. y Mumford, M. D. (1995). Process-analytic models of creative capacities: Operations influencing the combination-and-reorganization process. Creativity Research Journal, 8, 37-62. https://doi.org/10.1207/s15326934crj0801_4
Bybee, R.W. (2010). What is STEM education? Science, 329, 996. https://doi.org/10.1126/science.1194998
Camargo, P. M. (2017). Creatividad: herramienta didáctica para los docentes. Educación, (23), 35-39. https://doi.org/10.33539/educacion.2017.n23.1184
Cardona, F. (2016). Derechos Básicos de Aprendizaje de Ciencias Naturales. https://aprende.colombiaaprende.edu.co/sites/default/files/naspublic/DBA_C.Naturales.pdf
Chien, Y. H., Liu, C. Y., Chan, S. C., y Chang, Y. S. (2023). Engineering design learning for high school and college first-year students in a STEM battlebot design project. International Journal of STEM Education, 10(1), 10. https://doi.org/10.1186/s40594-023-00403-0
Clemente, F. y Llinares, S. (2015). Formas del discurso y razonamiento configural de estudiantes para maestros en la resolución de problemas de geometría. Enseñanza de las Ciencias, 33(1), 0009-27. http://dx.doi.org/10.5565/rev/ensciencias.1332
Corbalán-Berna, J. y Limiñana-Gras, R. M. (2010). El genio en una botella. El test CREA, las preguntas y la creatividad. Introducción al monográfico El test CREA, inteligencia creativa. Anales de Psicología, 26(2), 197-205. https://www.um.es/analesps/v26/v26_2/01-26_2.pdf
Craft, A. (1999). Creative development in the early years: Some implications of policy for practice. The Curriculum Journal, 10, 135-150. https://doi.org/10.1080/0958517990100110
Cropley, A. J. (1999). Definitions of creativity, in Encyclopedia of Creativity. En M. A. Runco y S. R Pritzker (pp. 511-524), vol. 1. Academic Press.
Cropley, A. (2006). Functional creativity: A socially-useful creativity concept. Baltic Journal of Psychology, 7(1), 26-35. https://doi.org/10.1037/e629912012-004
Cropley, D. y Cropley, A. (2010). Functional creativity: Products and the generation of effective novelty. En J. C. Kaufman y R. J. Sternberg (Eds.), The Cambridge handbook of creativity (pp. 301-317). Cambridge University Press. https://doi.org/10.1017/CBO9780511763205.019
Cropley, D. H., Kaufman, J. C. y Cropley, A. J. (2011). Measuring Creativity for Innovation Management. Journal of technology management y innovation, 6(3), 13-30. https://doi.org/10.4067/S0718-27242011000300002
Dym, C. L. y Little, P. (2004). Engineering design: A project-based introduction. Wiley.
English, L. D. y King, D. (2019). STEM integration in sixth grade: Designing and constructing paper bridges. International Journal of Science and Mathematics Education, 17(5), 863-884. https://doi.org/10.1007/s10763-018-9912-0
Feldman, D. H. y Gardner, H. (2003). The Creation of Multiple Intelligences Theory: A Study in High-Level Thinking, Creativity and Development, Counterpoints: Cognition, Memory, and Language. Oxford Academic. https://doi.org/10.1093/acprof:oso/9780195149005.003.0005
Feldman, D. H. y Benjamin, A. C. (2006). Creativity and education: An American retrospective. Cambridge Journal of Education, 36(3), 319-336. https://doi.org/10.1080/03057640600865819
Ferraro III, F. M. (2015). Enhancement of convergent creativity following a multiday wilderness experience. Ecopsychology, 7, 7-11. https://doi.org/10.1089/eco.2014.0043
Guibert, M. O. (2012). El desarrollo de la creatividad desde las Ciencias Naturales. Una propuesta didáctica. EduSol, 12(39), 43-49.
Guilford, J. P. (1950). Creativity. American Psychologist, 5, 445-454. https://doi.org/10.1037/h0063487
Herrán, A. de la (2008). Capítulo 8: Didáctica de la creatividad. En A. de la Herrán, y J. Paredes, Didáctica General: La práctica de la enseñanza en Educación Infantil, Primaria y Secundaria. Mc Graw-Hill.
Herrero, F. J., Cuesta, M., y Fernández, P. (1999). La prueba Chi-cuadrado en tablas de contingencia con celdas vacías: un procedimiento en SPSS. REMA Revista electrónica de metodología aplicada, 4(1), 1-8.
Holyoak, K. J. y Thagard, P. (1997). The analogical mind. American Psychologist, 52, 35-44. https://doi.org/10.1037/0003-066X.52.1.35
Hunter, S. T., Bedell-Avers, K. E., Hunsicker, C. M., Mumford, M. D., y Ligon, G. S. (2008). Applying multiple knowledge structures in creative thought: Effects on idea generation and problem-solving. Creativity Research Journal, 20, 137-154. https://doi.org/10.1080/10400410802088779
Jonassen, D. H. (2011). Learning to solve problems: A handbook for designing problem-solving learning environments. Routledge.
Jonassen, D. H. y Kim, B. (2010). Arguing to learn and learning to argue: Design
justifications and guidelines. Educational Technology: Research & Development, 58(4), 439-457.
Jowett, B. (1953). The Dialogues of Plato translated into English with Analyses and Introductions, 4 vols. (4.ª ed.).
Kampylis, P. y Valtanen, J. (2010). Redefining Creativity - Analyzing Definitions, Collocations, and Consequences. Journal of Creative Behavior, 44, 191-214. https://doi.org/10.1002/j.2162-6057.2010.tb01333.x
Kapur, M. (2010). Productive failure in mathematical problem solving. Instructional Science, 38, 523-550. https://doi.org/10.1007/s11251-009-9093-x
Kaufman, J. C., Baer, J., y Cole, J. C. (2009). Expertise, Domains, and the Consensual Assessment Technique. Journal of Creative Behavior, 43(4), 223-233. https://doi.org/10.1002/j.2162-6057.2009.tb01316.x
Lubart, T. I., Mouchiroud, C., Tordjman, S., y Zenasni, F. (2015). Psychologie de la Créativité [Psychology of Creativity] (10.ª ed.). Armand Colin.
Martínez, N. M. (2003). Conocimientos que interaccionan en la enseñanza de las ciencias. Enseñanza de las Ciencias, 21(1), 65-78. https://doi.org/10.5565/rev/ensciencias.3942
Maslow, A. H. (1943). A theory of human motivation. Psychological Review, 50, 370-396. https://doi.org/10.1037/h0054346
Mataix C. (1986). Mecánica de fluidos y máquinas hidráulicas (2.ª ed.). Ediciones del Castillo S. A.
Maurya, P., Ali, S. A., Ahmad, A., Zhou, Q., Castro, J., Khane, E., y Ali, A. (2020). An introduction to environmental degradation: Causes, consequence and mitigation. https://doi.org/10.26832/aesa-2020-edcrs-01
Méndez Sánchez, M. A. y Ghitis, T. (2015). La creatividad: Un proceso cognitivo, pilar de la educación. Estudios pedagógicos (Valdivia), 41(2), 143-155. https://doi.org/10.4067/S0718-07052015000200009
MOE. (2009). Desired outcomes of education. http://www.moe.gov.sg/ education/desired-outcomes/
Mullen, C. A. (Ed.). (2019). Creativity under duress in education?: resistive theories, practices, and actions, vol. 3. Springer. https://doi.org/10.1007/978-3-319-90272-2
Murillo, J. y Marcos, G. (2009). Un modelo para potenciar y analizar las competencias geométricas y comunicativas en un entorno interactivo de aprendizaje. Enseñanza de las Ciencias, 27(2), 241-256. https://doi.org/10.5565/rev/ensciencias.3734
Murillo, F. J. y Martinez-Garrido, C. (2010) Investigación etnográfica. Universidad Autónoma de Madrid.
Niebles, E. E., Quesada, F., Santamaria, H., Méndez, D. J., y Ruiz, A.A. (2009). Metodología para el diseño y construcción de una máquina para medición del desgaste abrasivo basado en la norma ASTM G-65. Prospectiva, 7(1), 53-58. https://www.redalyc.org/articulo.oa?id=496250975008
Nilsson, P. (2011). The challenge of innovation in Critical thinking and creativity: Learning outside the box. Paper presented at the Proceedings of the 9th International Conference of the Bilkent University Graduate School of Education (Turkey), Ankara (pp. 54-62). https://drive.google.com/file/d/1lH9wkpvBkW-bNOkzpBVX15EvpWcKohmK/view
Olorode, O. A., Bamigbola, E. A., y Ogba, O. M. (2015). Comparative Studies of some River Waters in Port Harcourt based on their Physico-Chemical and Microbiological Analysis, Niger Delta Region of Nigeria. International Journal of Basic and Applied Science, 3, 29-37.
O’Quin, K. y Besemer, S. P. (1999). Creative Products. En M. A. Runco y S. R. Pritzker (eds.), Encyclopedia of creativity (pp. 413-422). Academic Press.
Pahl, G. y Beitz, W. (1995). Engineering design, a sistematic approach (2.ª ed). Springer-Vorlag.
Palacino-Rodríguez, F. P. (2007). Competencias comunicativas, aprendizaje y enseñanza de las Ciencias Naturales: un enfoque lúdico. Revista Electrónica de Enseñanza de las Ciencias, 6(2), 275-298.
Palacino-Rodríguez, F. (2025). Categorización de creatividad en diseños generados por estudiantes de secundaria. figshare. https://doi.org/10.6084/m9.figshare.28847828
Park, M., Leahey, E., y Funk, R. (2021). The decline of disruptive science and technology. arXiv preprint arXiv:2106.11184.
Pearson, K. (1900). X. On the criterion that a given system of deviations from the probable in the case of a correlated system of variables is such that it can be reasonably supposed to have arisen from random sampling. The London, Edinburgh, and Dublin Philosophical Magazine and Journal of Science, 50(302), 157-175. https://doi.org/10.1080/14786440009463897
Planas, N. (2004). Metodología para analizar la interacción entre lo cultural, lo social y lo afectivo en educación matemática. Enseñanza de las Ciencias, 22(1), 19-36. https://doi.org/10.5565/rev/ensciencias.3900
Policastro, E. (1995). Creative intuition: an integrative review. Creativity Research Journal, 8, 99-113. https://doi.org/10.1207/s15326934crj0802_1
Porlán Ariza, R. (2018). Didáctica de las ciencias con conciencia. Enseñanza de las Ciencias, 36(3), 5-22. https://doi.org/10.5565/rev/ensciencias.2795
R Core Team (2020). R: A language and environment for statistical computing. R Foundation for Statistical Computing. https://www.R-project.org/
Ratcliffe, E., Gatersleben, B., Sowden, P.T., y Korpela, K. M. (2021). Understanding the perceived benefits of nature for creativity. Journal of Creative Behavior, 0(0), 1-17. https://doi.org/10.1002/jocb.525
Redó, N. A., Gutiérrez, M. Á. M., y Cano, J. D. V. (2021). Dimensions of creativity in secondary school high-ability students. European Journal of Investigation in Health, Psychology and Education, 11(3), 953-961. https://doi.org/10.3390/ejihpe11030070
Rich, J. D. y Weisberg, R.W. (2004). Creating All in the Family: A case study in creative thinking. Creativity Research Journal, 16, 247-259. https://doi.org/10.1080/10400419.2004.9651456
Reiter-Palmon, R., Illies, Young, M., Kobe, L., Buboltz, C., y Nimps, T. (2009). Creativity and domain specificity: The effect of task type of multiple indices on creative problem solving. Psychology of Aesthetics, Creativity, and the Arts, 3, 73-80. https://doi.org/10.1037/a0013410
Rodríguez Marín, F., Fernández Arroyo, J., y García Díaz, J. E. (2014). Las hipótesis de transición como herramienta didáctica para la Educación Ambiental. Enseñanza de las Ciencias, 32(3), 303-318. https://doi.org/10.5565/rev/ensciencias.1137
Romero, M. y Quesada, A. (2014). Nuevas tecnologías y aprendizaje significativo de las ciencias. Enseñanza de las Ciencias, 32(1), 0101-115. https://doi.org/10.5565/rev/ensciencias.433
Runco, M. (2010). Divergent thinking, creativity, and ideation. En J. C. Kaufman y R. J. Sternberg (Eds.), Cambridge Handbook of Creativity (pp. 413-446). Cambridge University Press. https://doi.org/10.1017/CBO9780511763205.026
Said-Metwaly, S., Noortgate, W. Van den, y Kyndt, E. (2017). Approaches to measuring creativity: A systematic literature review. Creativity. Theories. Research - Applications, 4(2), 238-275. https://doi.org/10.1515/ctra-2017-0013
Sadler-Smith, E. (2016). Wallas’ four-stage model of the creative process: more than meets the eye? Creative Research Journal, 27, 342-352. https://doi.org/10.1080/10400419.2015.1087277
Shaheen, R. (2010). Creativity and Education. Creative Education, 1, 166-169. https://doi.org/10.4236/ce.2010.13026
Simonton, D. K. (2009). Varieties of (scientific) creativity: A hierarchical model of disposition, development, and achievement. Perspectives on Psychological Science, 4, 441-452. https://doi.org/10.1111/j.1745-6924.2009.01152.x
Soles, J. y Vilches, A. (2004). Papel de las relaciones entre ciencia, tecnología, sociedad y ambiente en la formación ciudadana. Enseñanza de las Ciencias, 337-347. https://doi.org/10.5565/rev/ensciencias.3868
Sousa, F. C., Monteiro, I. P., y Bica, J. P. (2018). A evolução das redes sociais na execução de projetos em um agrupamento escolar. Estudos de Psicologia (Campinas), 35(3), 265-274. https://doi.org/10.1590/1982-02752018000300003
Torrance, E. P. (1965). Cómo Es El Niño Sobredotado y cómo enseñarle. Paidós.
Torres Miranda, T. (2021). El problema, la creatividad y lo lógico en la didáctica de la educación superior; una aproximación a su relación. Revista Cubana de Educación Superior, 40.
Tristán López, A. y Mendoza González, L. (2016). Taxonomías sobre creatividad. Revista de Psicología (PUCP), 34(1), 147-183. https://doi.org/10.18800/psico.201601.006
Villa, A. S., Gironés, G. T., y Vilella, H. Q. (2019). Razonamiento configural y desarrollo del discurso en la resolución de problemas empíricos en contexto geométrico. Enseñanza de las Ciencias, 37(3), 89-109. https://doi.org/10.5565/rev/ensciencias.2431
Westby, E. L. y Dawson, V. L. (1995). Creativity: Asset or burden in the classroom. Creativity Research Journal, 8, 1-10. https://doi.org/10.1207/s15326934crj0801_1
Wilson, A. A., Householder, D. L. y Smith, E. (2013). High school students’ cognitive activity while solving authentic problems through engineering design processes. In the Conference Proceedings of the American Society for Engineering Education (pp. 23-37). https://doi.org/10.18260/1-2--19677
Yu, J. W. (2015). The three factors of creativity management: Visual, number, and word creativity. DLSU Business and Economics Review, 25, 63-80.
Zohar, A. (2006). El pensamiento de orden superior en las clases de ciencias: objetivos, medios y resultados de investigación. Enseñanza de las Ciencias, 157-172. https://doi.org/10.5565/rev/ensciencias.3797
Published
How to Cite
Downloads
Copyright (c) 2025 Fredy Palacino Rodríguez
This work is licensed under a Creative Commons Attribution 4.0 International License.
