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Modelling Students’ Creativity Development in Practice of Higher Education in Russia


  • Nosov Magnitogorsk State Technical University, 38, Lenina Pr., Chelyabinsk Region, Magnitogorsk - 455000, Russian Federation


Background/Objectives: Development of a model forstudents’ creativity development as a profession-specific personal quality. Methods/Analysis: A toolkit for anascertaining experiment included observations, questionnaires, interviews, discussions and an analysis. To introduce the integrated model of students’ creativity development in a learning process, we used psychological support to students from professors; we had monitoring of transformations of students’ creativity from the reproductive to the reproductive and creative one; we made an encouraging and emotionally comfortable environment at a class; there was a joint work of different-age students. At the end of each experiment stage, we had check cross-sections. The process of students’ creativity development was evaluated with the ratio method (before, during and after the experiment), and with the method of indicators for time series. Findings: Three groups were formed for the experiment: control group (CG) and experimental groups (EG 1 and EG 2). The findings from the experimental activities show that in EG 2, where there had been a totally introducedset of teaching conditions, an average value for students’ creativity has increased by 45%, while for other groups, the value has been 35%. Applications/Improvements: The comprehensive model has been developed for students’ creativity development as profession-specific quality. This model includes gradation of creativity levels, criteria and indicators, as well as the set of teaching conditions. There is the author’s definition for the creativity term or the creative process that combines five significant components: motivational, orientational, activity-related, reflective and efficient.


Creativity, Creative Process, Educational Process, Learning Process.

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