Thesis (M. Ed.)--University of Hong Kong, 2006. / Title proper from title frame. Also available in printed format.

The purpose of this study was to explore whether creativity can be nurtured in an experiential learning environment at the college level. The study investigated how well process-based creativity models and construct-based creativity models reflected creative behavior in an experiential and team-based learning environment. The research design included field observations, focus group interviews, student questionnaires, and portfolio assessments. Study participants were selected students from Texas A&M University’s College of Agriculture and Life Sciences. Findings indicated that both process-based and construct-based creativity models are good indicators of creative behavior. Torrance’s creativity dimensions that emerged among students included problem awareness, ability to produce and consider many alternatives, ability to put ideas into context, ability to use humor, kinesthetic responsiveness, and ability to break through boundaries. Treffinger’s creativity dimensions included sensitivity to problems, tolerance of congruity, fluency, good research and management skills, cognition, memory, analysis, application, openness to experience, confidence, independence in inquiry, willingness to respond, and readiness for transformations. Dacey’s constructs included sensitivity to problems, divergent thinking, convergent thinking, openness, independence of judgment, self guidance, and playfulness. Jackson and Messick’s constructs included analysis, intuition, openness, and reflection. Study findings also indicated that all steps of the Osborn and Parnes processbased creativity model were fully utilized in the experiential and team-based learning environment. As part of the effort to seek models of teaching and learning that encourage students to be more creative while solving complex problems in the world of agriculture, findings of this study can be used to determine how creativity can be fostered through experiential and team-based learning.

This study has emerged from concerns expressed by science students, educators, and researchers, and from my own teaching experience, that writing in school science often remains disconnected from students' experience, and rarely stimulates further learning. The purpose of this study is to explore the potential of open, expressive writing tasks to illustrate students' understanding of the phenomena of floating and sinking. A specially selected series of seven explorations in physical properties of matter provide a rich context for Grade Eight students and I, their teacher, to experience and explore this topic. The interconnections between lab explorations and writing in school science, and the interactions in a classroom fostering science inquiry, are central to this study. A classroom-based story is unraveled from an enactivist perspective. My analysis of students' writing tasks and reflections on learning illuminates possibilities for encouraging personal connections and embodied writing in science class. Students' insights into learning about science and about themselves through expressive ways of writing shape this story.

Thesis (M.S.)--Indiana University, 2005. / Includes bibliographical references (leaves 71-79). Also available online (PDF file) by a subscription to the set or by purchasing the individual file.

Thesis (M.S.)--Indiana University, 2005. / Includes bibliographical references (leaves 71-79).

Thesis (M.F.A.)--Montana State University--Bozeman, 2006. / Typescript. Chairperson, Graduate Committee: Walter Metz. Includes DVD. Includes bibliographical references (leaves 55-57).

Thesis (M. Sc.)--University of Western Sydney, Hawkesbury, 1996. / Includes bibliographical references (p. 296-311).

Thesis (Ed. D.)--University of North Texas, Dec., 2007. / Title from title page display. Includes bibliographical references.

Thesis (doctoral)--Göteborgs universitet. / Extra t.p. with thesis statement inserted. Summary in English. Includes bibliographical references (p. 237-247).

Thesis (doctoral)--Göteborgs universitet. / Extra t.p. with thesis statement inserted. Summary in English. Includes bibliographical references (p. 237-247).