A Situated Model of Creative Learning. (February 2014)

• Record Type: Journal Article
• Authors: Tanggaard, Lene
• Is Part Of: European educational research journal. Volume 13:Number 1(2014)
• Page Start: 107
• Page End: 116
• Publication Date: 2014-02
• Subjects: Education -- Research -- Europe -- Periodicals; 370.7209405
• DOI: 10.2304/eerj.2014.13.1.107
• Languages: English
• ISSNs: 1474-9041

Abstract

This article puts forward a situated model of creative learning. Most educational studies on creativity tend to concentrate on explaining the relation between teaching and creativity while keeping learning as a secondary concept. However, it has been stated that it is likely that teaching creatively leads to creative learning, suggesting that there is a need to describe the concept of creative learning and to analyse its possible constituents. Accordingly, this presentation introduces an empirically based and theoretically informed model of a creative learning community. The model is based on three key concepts or learning principles which can take different forms in particular settings and social practices. These are respectively: (1) Immersion in the topic of interest, in traditions and in the subject matter, (2) Experimentation and inquiry learning and (3) Resistance from the material of interest. As a theoretical point of departure, this presentation will outline a situated model of creativity and learning, and following this, will introduce a model of creative learning. This presentation will include several empirical examples. In the final part, the model will be discussed in relation to the concept of creative teaching.