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Introduction
Intellectual curiosity is one of the most essential traits in a person willing to obtain new knowledge and experience; it fundamentally defines one’s motivation and future success regardless of the matter they study. Observations, thinking, and consultations are considered the major elements of intellectual activity in this study; it means that these components affect one’s will to grasp new information. The experiment was conducted among students learning the English language, showing that the majority of participants were reluctant to acquire new data due to a lowered level of intellectual curiosity.
Discussion
Digital game-based learning is a learning method that combines classroom instruction with educational gaming. Teachers present new concepts to pupils and demonstrate how they operate. The topics are then practiced by students using digital games and applications. The authors of this case study investigate how such applications might influence the creativity of young learners and if tablet and smartphone app technologies can increase creativity in preschool children. According to the authors, digital game-based learning has the potential to affect students’ capacity to build creative and critical thinking abilities, information transfer, digital experience skills, and a good attitude toward learning, as well as providing deep, insightful learning (Behnamnia et al., 2020). It is effective partly because learning occurs in a meaningful context. Digital game-based learning helps to keep children interested in instructional subjects and can help them succeed in school.
The current qualitative study aimed to examine semi-structured interactions with 60 students enrolled at five urban charter high schools in the United States. The research looked specifically at how these students felt their individual schools’ socializing programs affected their capacity for critical thought. The results of this study show that learners’ ideas on what piques their critical curiosity are diverse, encompassing usefulness, exposure to different viewpoints, and getting novel, unexpected knowledge.
In the given study, several tasks were part of the initiative, which was motivated by both practical and theoretical ideas, including perspective-taking and the application of media in educational settings. Researchers made it possible for children to practice aspects of the program while watching TV or other materials in their spare time, which is a novel way to integrate creative training into students’ daily lives. The findings showed that students who were involved in program activities performed significantly better on creativity and openness assessments after the program, indicating that the type of intervention suggested in the research can improve divergent thinking.
Creativity is a crucial talent in today’s society, and it can be cultivated by study and practice, just like any other ability. The capacity to think or behave differently from others and come up with fresh and original ideas, methods, or items may be cultivated if the instructor has the essential information and strategies to foster creativity in pupils. This study of creativity in education involves educating teachers to utilize creative ideas in instructional design. Students in teacher education were taught creativity theory and equipped to utilize it to enhance student creativity in the design of classes and projects. Participants grasped and used the idea in various creative projects to foster creativity. Improvements in promoting creativity in educational design have been demonstrated. Through comprehensive and transcendent thoughts and activities, teachers have created an inspirational learning environment that promotes creativity and thinking.
The study reveals the findings of an experiment related to team members’ attitudes toward diverse population groups in their collaborative work and how their perception affects the creativity of the entire group. The results show that the leader’s intellectual stimulation mitigated the imperative influence of openness to diversity on constructive criticism and the indirect impact on the team’s creativity through the same process. The mediating role of constructive criticism was established as the main finding of this study – the more critically active the leader is, the more creative results the team achieves.
Conclusion
The chosen article discloses openness as a personality trait that is a major factor in obtaining new experiences throughout the lifespan that broaden the perception of the inner and outer worlds. The authors describe how its’ development changes in response to different events and how numerous activities are thought to cause alterations in the degree of openness, which varies depending on each stage of life. Such alterations are connected to one’s background, which makes people more or less susceptible to new experiences, whereas the development of Big Five personality traits is essential for everyone.
References
Asmin, A. (2020). Observing the intellectual curiosity of English education students in the class. IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature, 8. Web.
Behnamnia, N., Kamsin, A., Ismail, M. A. B., & Hayati, A. (2020). The effective components of creativity in digital game-based learning among young children: A case study. Children and Youth Services Review, 116, 105227. Web.
Clark, S., & Seider, S. (2017). Developing critical curiosity in adolescents. Equity & Excellence in Education, 50(2), 125-141. Web.
Doron, E. (2017). Fostering creativity in school aged children through perspective taking and visual media based short term intervention program. Thinking Skills and Creativity, 23, 150-160. Web.
Kaplan, D. E. (2019). Creativity in education: Teaching for creativity development. Psychology, 10(2), 140-147. Web.
Pan, W., & Sun, L.-Y. (2019). Openness to diversity and team creativity: the role of leader intellectual stimulation. Academy of Management Proceedings, 2019(1), 14747–14747. Web.
Trapp, S., & Ziegler, M. (2019). How openness enriches the environment. Frontiers in Psychology, 10, 1123. Web.
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