Development of cretivity along with school instruction

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dc.catalogadorpva
dc.contributor.advisorNussbaum Voehl, Miguel
dc.contributor.authorGuentulle Saavedra, Victoria Alejandra
dc.contributor.otherPontificia Universidad Católica de Chile. Escuela de Ingeniería
dc.date.accessioned2024-11-04T15:51:07Z
dc.date.available2024-11-04T15:51:07Z
dc.date.issued2024
dc.descriptionTesis (Doctor in Engineering Sciences)--Pontificia Universidad Católica de Chile, 2024
dc.description.abstractThe term "21st century skills" refers to the abilities that students need to have today, especially considering the advancements in new technologies. Among these skills is creativity, which is essential for posing new questions and gaining new perspectives to address current challenges. Creativity is understood from a cognitive perspective in terms of problem-solving. It is widely accepted that creativity involves the ability to generate appropriate and novel solutions. Despite the importance of creativity, even where government policies have been implemented to benefit this skill, they have not yet been able to be implemented effectively either in classrooms or in teacher training programs. Key factors for fostering creativity in the classroom include divergent thinking and the use of metaphors and analogies. Analogical transfer is a methodology aimed at fostering creativity, suggesting that by comparing objects, ideas, or concepts from one domain of knowledge to another, creativity can be developed. This study contributes to the development of creativity at the school level, designing a methodology based on analogical transfer. From this, three studies were developed. First, this methodology was taught to pre-service teachers to understand their perspective and how to improve the model. In the second study, the analogical transfer methodology was used with multiple representations to teach physics to Chilean secondary students. Finally, by observing different levels of creativity in the students, we analyzed how linguistic maturity impacted creativity. Based on the studies carried out, this thesis offers a series of findings. In the first study, there is evidence that pre-service teachers recognize that there are benefits to the analogical transfer methodology, but they need to model it during their teacher training to use it in the future. In the second study, by utilizing the methodology of analogical transfer and multiple representations with the assistance of a cyber-physical system, there is evidence that this approach had benefits both for students' creativity and their academic performance. Finally, the final study suggests that there is a relationship between linguistic skills and creativity, specifically with linguistic maturity measured from text production.
dc.fechaingreso.objetodigital2024-11-04
dc.format.extentviii, 105 páginas
dc.fuente.origenSRIA
dc.identifier.doi10.7764/tesisUC/ING/88432
dc.identifier.urihttps://doi.org/10.7764/tesisUC/ING/88432
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/88432
dc.information.autorucEscuela de Ingeniería; Nussbaum Voehl, Miguel; 0000-0001-5617-5983; 99303
dc.information.autorucEscuela de Ingeniería; Guentulle Saavedra, Victoria Alejandra; S/I; 185658
dc.language.isoen
dc.nota.accesocontenido completo
dc.rightsacceso abierto
dc.subjectCreative thinking
dc.subjectAnalogical transfer
dc.subjectPre-service teachers
dc.subjectCyber-physical system
dc.subjectLinguistic skills
dc.subject.ddc370
dc.subject.deweyEducaciónes_ES
dc.subject.ods04 Quality education
dc.subject.odspa04 Educación de calidad
dc.titleDevelopment of cretivity along with school instruction
dc.typetesis doctoral
sipa.codpersvinculados99303
sipa.codpersvinculados185658
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