KREATIVNOST U NASTAVI: PSIHOLOGIJSKA UTEMELJENOST I NEKE PEDAGOŠKE IMPLIKACIJE
CREATIVITY IN TEACHING: PSYCHOLOGICAL FOUNDATION AND SOME PEDAGOGICAL IMPLICATIONS

Summary/Abstract: This paper discusses aspects of psychological foundation of creativity and possible pedagogical (teaching / learning) implications. More specifically, we focus on fostering creativity (especially) students through the lens of several prominent psychological theories and models: Sternberg's theory of successful intelligence, Sternberg's and Lubart's Investment theory of creativity and Zhang's and Sternberg's Threefold model of intellectual styles. Various strategies to encourage creativity, to general didactic expression and specific methodological ideas, which should eventually result in specific creative outcomes, both in idea and execution - for example Redefinition of the problem - are presented and briefly analyzed. Concrete examples of encouraging creativity for different levels of education can serve teachers for its own reflection, particularly modeling creativity.

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