Examinando por Autor "Moreno Barragán, Jhon Alexander"
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- Ítem¿Qué actividades pedagógicas fomentan más el autoconcepto creativo del estudiante en el aula? Una mirada desde el diseño completamente aleatorio (DCA)(Fundación Universitaria Los Libertadores. Sede Bogotá., ) Moreno Barragán, Jhon Alexander; Bermúdez Rubio, DagobertoPurpose: This study aims to determine which pedagogical activities most foster creative self-concept in university students. In the literature, research on education and creativity revolves around the originality of learning evidence. The main contribution of this study lies in the creative self-concept, a psychological construct that has been little studied in relation to creative techniques. Methodology: A completely randomized experimental design was developed, with three treatments, pedagogical activities or creative techniques: brainstorming, SCAMPER and forced relationships. At the end of each activity, Karwowski's (2011) Creative Self-Concept Development Scale was applied to a group of university students. The assumptions of normality, homoscedasticity and independence of errors were tested. Results: The ANOVA test confirms that there is a difference in the mean of at least one treatment. With the least significant difference method, it is evidenced that there are differences between the effect of brainstorming with respect to the others that do not differ from each other: the SCAMPER and the forced relationships. Conclusions: There is sufficient evidence to determine that brainstorming is the treatment that has the best effect on the development of the Creative Self-Concept of the students in the Entrepreneurial Creativity course; which is consistent with what was stated by Chulvi et al. (2012), regarding intuitive creativity techniques.