Overview of the highly demanded approaches, methods, and techniques dedicated to creativity development from1926 to 2006.
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",isbn:"978-1-83881-111-2",printIsbn:"978-1-83880-992-8",pdfIsbn:"978-1-83881-112-9",doi:null,price:0,priceEur:0,priceUsd:0,slug:null,numberOfPages:0,isOpenForSubmission:!0,isSalesforceBook:!1,hash:"acb2875b3bfc189c9881a9b44b6a5184",bookSignature:"Dr. Abdo Abou Jaoudé",publishedDate:null,coverURL:"https://cdn.intechopen.com/books/images_new/11865.jpg",keywords:"Linear Operators, Normal Operators, Spectral Theorem, Applications, Differential Operators, Integral Operators, Functional Calculus, Complex Variables, Complex Analysis, Theory, Recent Advances, Latest Trends",numberOfDownloads:null,numberOfWosCitations:0,numberOfCrossrefCitations:null,numberOfDimensionsCitations:null,numberOfTotalCitations:null,isAvailableForWebshopOrdering:!0,dateEndFirstStepPublish:"April 13th 2022",dateEndSecondStepPublish:"May 11th 2022",dateEndThirdStepPublish:"July 10th 2022",dateEndFourthStepPublish:"September 28th 2022",dateEndFifthStepPublish:"November 27th 2022",remainingDaysToSecondStep:"11 days",secondStepPassed:!0,currentStepOfPublishingProcess:3,editedByType:null,kuFlag:!1,biosketch:"Abdo Abou Jaoudé is a pioneering Associate Professor of Mathematics and Statistics at Notre Dame University-Louaizé. He holds two PhDs in Mathematics and Prognostics from the Lebanese University and Aix-Marseille University. His research interests are in the field of mathematics.",coeditorOneBiosketch:null,coeditorTwoBiosketch:null,coeditorThreeBiosketch:null,coeditorFourBiosketch:null,coeditorFiveBiosketch:null,editors:[{id:"248271",title:"Dr.",name:"Abdo",middleName:null,surname:"Abou Jaoudé",slug:"abdo-abou-jaoude",fullName:"Abdo Abou Jaoudé",profilePictureURL:"https://mts.intechopen.com/storage/users/248271/images/system/248271.jpg",biography:"Abdo Abou Jaoudé has been teaching for many years and has a passion for researching and teaching mathematics. He is currently an Associate Professor of Mathematics and Statistics at Notre Dame University-Louaizé (NDU), Lebanon. He holds a BSc and an MSc in Computer Science from NDU, and three PhDs in Applied Mathematics, Computer Science, and Applied Statistics and Probability, all from Bircham International University through a distance learning program. He also holds two PhDs in Mathematics and Prognostics from the Lebanese University, Lebanon, and Aix-Marseille University, France. Dr. Abou Jaoudé's broad research interests are in the field of applied mathematics. He has published twenty-three international journal articles and six contributions to conference proceedings, in addition to seven books on prognostics, pure and applied mathematics, and computer science.",institutionString:"Notre Dame University - Louaize",position:null,outsideEditionCount:0,totalCites:0,totalAuthoredChapters:"4",totalChapterViews:"0",totalEditedBooks:"2",institution:{name:"Notre Dame University – Louaize",institutionURL:null,country:{name:"Lebanon"}}}],coeditorOne:null,coeditorTwo:null,coeditorThree:null,coeditorFour:null,coeditorFive:null,topics:[{id:"15",title:"Mathematics",slug:"mathematics"}],chapters:null,productType:{id:"1",title:"Edited Volume",chapterContentType:"chapter",authoredCaption:"Edited by"},personalPublishingAssistant:{id:"252211",firstName:"Sara",lastName:"Debeuc",middleName:null,title:"Ms.",imageUrl:"https://mts.intechopen.com/storage/users/252211/images/7239_n.png",email:"sara.d@intechopen.com",biography:"As an Author Service Manager my responsibilities include monitoring and facilitating all publishing activities for authors and editors. From chapter submission and review, to approval and revision, copyediting and design, until final publication, I work closely with authors and editors to ensure a simple and easy publishing process. I maintain constant and effective communication with authors, editors and reviewers, which allows for a level of personal support that enables contributors to fully commit and concentrate on the chapters they are writing, editing, or reviewing. I assist authors in the preparation of their full chapter submissions and track important deadlines and ensure they are met. I help to coordinate internal processes such as linguistic review, and monitor the technical aspects of the process. As an ASM I am also involved in the acquisition of editors. Whether that be identifying an exceptional author and proposing an editorship collaboration, or contacting researchers who would like the opportunity to work with IntechOpen, I establish and help manage author and editor acquisition and contact."}},relatedBooks:[{type:"book",id:"1591",title:"Infrared Spectroscopy",subtitle:"Materials Science, Engineering and Technology",isOpenForSubmission:!1,hash:"99b4b7b71a8caeb693ed762b40b017f4",slug:"infrared-spectroscopy-materials-science-engineering-and-technology",bookSignature:"Theophile Theophanides",coverURL:"https://cdn.intechopen.com/books/images_new/1591.jpg",editedByType:"Edited by",editors:[{id:"37194",title:"Dr.",name:"Theophile",surname:"Theophanides",slug:"theophile-theophanides",fullName:"Theophile Theophanides"}],productType:{id:"1",chapterContentType:"chapter",authoredCaption:"Edited by"}},{type:"book",id:"3161",title:"Frontiers in Guided Wave Optics and Optoelectronics",subtitle:null,isOpenForSubmission:!1,hash:"deb44e9c99f82bbce1083abea743146c",slug:"frontiers-in-guided-wave-optics-and-optoelectronics",bookSignature:"Bishnu Pal",coverURL:"https://cdn.intechopen.com/books/images_new/3161.jpg",editedByType:"Edited by",editors:[{id:"4782",title:"Prof.",name:"Bishnu",surname:"Pal",slug:"bishnu-pal",fullName:"Bishnu Pal"}],productType:{id:"1",chapterContentType:"chapter",authoredCaption:"Edited by"}},{type:"book",id:"3092",title:"Anopheles mosquitoes",subtitle:"New insights into malaria vectors",isOpenForSubmission:!1,hash:"c9e622485316d5e296288bf24d2b0d64",slug:"anopheles-mosquitoes-new-insights-into-malaria-vectors",bookSignature:"Sylvie Manguin",coverURL:"https://cdn.intechopen.com/books/images_new/3092.jpg",editedByType:"Edited by",editors:[{id:"50017",title:"Prof.",name:"Sylvie",surname:"Manguin",slug:"sylvie-manguin",fullName:"Sylvie Manguin"}],productType:{id:"1",chapterContentType:"chapter",authoredCaption:"Edited by"}},{type:"book",id:"371",title:"Abiotic Stress in Plants",subtitle:"Mechanisms and Adaptations",isOpenForSubmission:!1,hash:"588466f487e307619849d72389178a74",slug:"abiotic-stress-in-plants-mechanisms-and-adaptations",bookSignature:"Arun Shanker and B. Venkateswarlu",coverURL:"https://cdn.intechopen.com/books/images_new/371.jpg",editedByType:"Edited by",editors:[{id:"58592",title:"Dr.",name:"Arun",surname:"Shanker",slug:"arun-shanker",fullName:"Arun Shanker"}],productType:{id:"1",chapterContentType:"chapter",authoredCaption:"Edited by"}},{type:"book",id:"72",title:"Ionic Liquids",subtitle:"Theory, Properties, New Approaches",isOpenForSubmission:!1,hash:"d94ffa3cfa10505e3b1d676d46fcd3f5",slug:"ionic-liquids-theory-properties-new-approaches",bookSignature:"Alexander Kokorin",coverURL:"https://cdn.intechopen.com/books/images_new/72.jpg",editedByType:"Edited by",editors:[{id:"19816",title:"Prof.",name:"Alexander",surname:"Kokorin",slug:"alexander-kokorin",fullName:"Alexander Kokorin"}],productType:{id:"1",chapterContentType:"chapter",authoredCaption:"Edited by"}},{type:"book",id:"314",title:"Regenerative Medicine and Tissue Engineering",subtitle:"Cells and Biomaterials",isOpenForSubmission:!1,hash:"bb67e80e480c86bb8315458012d65686",slug:"regenerative-medicine-and-tissue-engineering-cells-and-biomaterials",bookSignature:"Daniel Eberli",coverURL:"https://cdn.intechopen.com/books/images_new/314.jpg",editedByType:"Edited by",editors:[{id:"6495",title:"Dr.",name:"Daniel",surname:"Eberli",slug:"daniel-eberli",fullName:"Daniel Eberli"}],productType:{id:"1",chapterContentType:"chapter",authoredCaption:"Edited by"}},{type:"book",id:"57",title:"Physics and Applications of Graphene",subtitle:"Experiments",isOpenForSubmission:!1,hash:"0e6622a71cf4f02f45bfdd5691e1189a",slug:"physics-and-applications-of-graphene-experiments",bookSignature:"Sergey Mikhailov",coverURL:"https://cdn.intechopen.com/books/images_new/57.jpg",editedByType:"Edited by",editors:[{id:"16042",title:"Dr.",name:"Sergey",surname:"Mikhailov",slug:"sergey-mikhailov",fullName:"Sergey Mikhailov"}],productType:{id:"1",chapterContentType:"chapter",authoredCaption:"Edited by"}},{type:"book",id:"1373",title:"Ionic Liquids",subtitle:"Applications and Perspectives",isOpenForSubmission:!1,hash:"5e9ae5ae9167cde4b344e499a792c41c",slug:"ionic-liquids-applications-and-perspectives",bookSignature:"Alexander Kokorin",coverURL:"https://cdn.intechopen.com/books/images_new/1373.jpg",editedByType:"Edited by",editors:[{id:"19816",title:"Prof.",name:"Alexander",surname:"Kokorin",slug:"alexander-kokorin",fullName:"Alexander Kokorin"}],productType:{id:"1",chapterContentType:"chapter",authoredCaption:"Edited by"}},{type:"book",id:"2270",title:"Fourier Transform",subtitle:"Materials Analysis",isOpenForSubmission:!1,hash:"5e094b066da527193e878e160b4772af",slug:"fourier-transform-materials-analysis",bookSignature:"Salih Mohammed Salih",coverURL:"https://cdn.intechopen.com/books/images_new/2270.jpg",editedByType:"Edited by",editors:[{id:"111691",title:"Dr.Ing.",name:"Salih",surname:"Salih",slug:"salih-salih",fullName:"Salih Salih"}],productType:{id:"1",chapterContentType:"chapter",authoredCaption:"Edited by"}},{type:"book",id:"872",title:"Organic Pollutants Ten Years After the Stockholm Convention",subtitle:"Environmental and Analytical Update",isOpenForSubmission:!1,hash:"f01dc7077e1d23f3d8f5454985cafa0a",slug:"organic-pollutants-ten-years-after-the-stockholm-convention-environmental-and-analytical-update",bookSignature:"Tomasz Puzyn and Aleksandra Mostrag-Szlichtyng",coverURL:"https://cdn.intechopen.com/books/images_new/872.jpg",editedByType:"Edited by",editors:[{id:"84887",title:"Dr.",name:"Tomasz",surname:"Puzyn",slug:"tomasz-puzyn",fullName:"Tomasz Puzyn"}],productType:{id:"1",chapterContentType:"chapter",authoredCaption:"Edited by"}}]},chapter:{item:{type:"chapter",id:"73808",title:"Synthesis of Nano-Composites Mg2TiO4 Powders via Mechanical Alloying Method and Characterization",doi:"10.5772/intechopen.94275",slug:"synthesis-of-nano-composites-mg-sub-2-sub-tio-sub-4-sub-powders-via-mechanical-alloying-method-and-c",body:'The tremendous growth in telecommunication industries has led increasing demand on the development of low loss and low cost high frequency dielectric ceramics in the form of resonators, filters, antennas, substrates [1, 2, 3, 4]. Moreover, the recent demand has focused on searching for low loss materials with lower permittivity to miniaturize the devices [4, 5, 6, 7]. This is because low permittivity can not only reduce cross coupling with conductors but also precise the time for the transmission of electronic signal. Moreover, due to extension of carrier frequency high-quality factor (
Ceramic nonmaterials have great scientific interest due to their unique physical and chemical properties and are significantly different from bulk counterparts. A bulk material has fixed physical properties regardless of its size, but reducing the particle size into nanoscale, by keeping chemical composition fixed, can change the fundamental properties of the materials [18]. A unique aspect of nanoscale materials is that they have large surface area to volume ratio, which opens new possibilities of surface dependent phenomena that are practically very useful for various applications. As the size of the material decreases into the nanoscale dimensions (less than 100-200 nm), a number of physical phenomena have come into notice, which drove our attention for the synthesis of nanocrystalline - Mg2TiO4 powders. There are very few papers are available about the effect of mechanical activation on MgO - TiO2 binary system and to investigate its physical changes. Recently, Bhuyan et al., [19], have studied the influence of high energy ball milling on structural, microstructural and optical properties of Mg2TiO4 nanoparticles. They proposed that MTO nanoparticles prepared by mechanical alloying method exhibited promising optical properties which are suitable for commercial optoelectronic applications. In another study, Bhuyan et al., [20], have studied the structural and microwave dielectric properties of Mg2TiO4 ceramics synthesized by mechanical alloying method. Cheng et al. [21], have investigated the microwave dielectric properties of Mg2TiO4 ceramics synthesized via high energy ball milling method. Filipovic et al., [22], have studied the influence of mechanical activation on microstructure and crystal structure of sintered MgO-TiO2 system.
In this present chapter, Mg2TiO4 (MTO) nano-composite ceramics were synthesized via mechanical alloying (MA) method with the help of high energy planetary ball milling. Mechanical alloying is a most efficient, cost effective and convenient method for the synthesis of a wide range of nanosized metallic and ceramic powders [23]. This method has many advantages such as simplicity, relatively inexpensive compared to other techniques to produce large scale nanoparticles and can be applicable to any type of materials [24]. The most important merit of this technique is that the solid-state reaction is activated via mechanical energy rather than production of heating energy. Moreover, mechanically synthesized powders have good physical properties than those derived by a conventional solid-state reaction and most of the wet-chemical processes [25]. Mechanical synthesis not only makes the material finer but also includes structural changes, phase transformations and even solid-state reactions among the solid reagents. These physicochemical changes occur due to the efficient transformation of the mechanical energy of the grinding media to the particles and the intensive mechanical force during the milling process [26].
It is well known that a perfect crystal would extend in all possible directions to infinity; however, no such crystals are perfect due to their finite size. This deviation from its perfect crystallinity is the main cause for broadening of the X-ray diffraction peaks of materials. There are two important characteristics extracted from the peak width analysis viz. crystallite size and lattice strain. Crystallite size is a measure of the size of a coherently diffracting domain whereas lattice strain is a measure of the distribution of lattice constants arising from crystal imperfections, such as lattice dislocation. The other sources of strain are the grain boundary triple junctions, crystal imperfections, contact or sinter stresses, stacking faults etc. [26]. The X-ray line broadening is used for the investigation of dislocation distribution. Moreover, it should be noted that crystallite size of the particles is not same as the particle size due to the presence of polycrystalline aggregates. The particle size can be measured from various techniques such as scanning electron microscope (SEM) or field emission scanning electron microscope (FE-SEM) and transmission electron microscope (TEM) analysis. Various methods are adopted by different researchers for the estimation of crystallite size and lattice strain, which are X-ray peak profile analysis (XPPA), pseudo-Voigt function, Rietveld refinement, and Warren-Averbach analysis [27, 28, 29]. However, in the present study, Williamson–Hall (W–H) method is a simplified integral breadth method employed for the determination of crystallite size and lattice strain, by considering the peak width as a function of 2θ [30].
In this chapter, the impact of mechanical activation of the MgO-TiO2 system for the synthesis of nanocrystalline Mg2TiO4 powders via high energy ball milling technique has been investigated. The effect of milling time on crystal structure, microstructure, thermal and optical properties of this proposed system is being studied. This study further reveals the importance of W- H method for the determination of crystallite size and lattice strains.
The Mg2TiO4 powders were prepared from commercially available high- purity oxides MgO (99.99% purity) and TiO2 (99.99% purity) of Sigma Aldrich (St.Louis, MO), as starting materials.
In this chapter, high energy planetary ball milling techniques was used for the synthesis of Mg2TiO4 nano-composite alloys from high- purity MgO and TiO2 oxides. The starting materials were weighted according to desired stoichiometry ratios and milled for 5 – 35 hrs to reach steady state condition using planetary ball mill (Fritsch, GmBH, Germany) with the following parameters: (i) ball-to-powder ratio: 10:1; ball diameter: 8 and 16 mm; ball and vial materials: harden stainless steel; the vial rotation speed: 350 rpm. In order to avoid significant temperature rise, the milling process was stopped periodically for every 10 minutes and then resumed for 5 minutes. A brief description about the ball milling techniques is summarized below.
(a) Photographic view of planetary ball mill (b) zirconia jar with zirconia balls.
Schematic diagram of the horizontal section of a vial depicting the movement of the balls inside the vial due to its planet like movement [
Room temperature X-Ray diffraction (XRD) analysis was carried out to determine the crystallite size, lattice strain, lattice parameter and phase analysis of the different hours milled powder sample using X-ray Diffractometer (Rigaku TTRAX 18 KW CuKα radiation). Recording of microstructure of 35 hrs nanocrystalline Mg2TiO4 milled powders has been carried out by using transmission electron microscope (TEM, JEOL 2100; JEOL, Tokyo, Japan). The surface morphology of nanocrystalline Mg2TiO4 milled powders was observed by scanning electron microscopy (SEM, Leo 1430, PV, Carl Zeiss Jena, Germany). The thermal decomposition behavior of the different hours milled powders was examined by a thermogravimetric analyzer (TGA, NETZSCH, STA 449-F3. Jupiter) at a heating rate of 10°C/min in the argon atmosphere. UV–VIS–NIR spectrophotometer (UV 3101PC, Shimdzu) was used to obtained UV/VIS absorption spectra of all the samples in the wavelength range 200–1000 nm.
X-ray diffraction (XRD) patterns of prepared Mg2TiO4 nanoparticles milled for different hours via high energy ball milling was taken and is illustrated in Figure 3. XRD patterns indicates that for the samples milled for 5 hrs exhibited the peaks corresponding to initial compounds MgO and TiO2 only. When the milling time increases, the intensities of the parent oxide peaks appear to be depressed gradually and the formation of associated MgTi2O5 phase was observed. When the milling time increased to 30 hrs, all the starting oxides peaks are disappeared completely. At the same time high intense diffraction peaks of pure- Mg2TiO4 phase are observed with small significance of MgTiO3 and MgTi2O5 phases. However, when the milling time reached to 35 hrs, the sample showed more intensified Mg2TiO4 phases along with small MgTiO3 peak. This signifies that crystallite nature of pure Mg2TiO4 sample enhances and is confirmed from ICSD – PDF # 06–5792. The presence of associated phases such as MgTi2O5 and MgTiO3 in the MgO - TiO2 system is mostly due to the difference in the degree of the incipient mechanical reaction. This can be explained as follows: at the time of milling, the mechanical energy of the grinding media transforms into the given oxide particles that causes structural destruction followed by reduction in particle size [26].
XRD patterns of the MgO and TiO2 oxides milled for 5, 20, 30 and 35 hrs (adapted with permission from Bhuyan et al., 2020,
The crystallite size of nanoparticles can be determined with several techniques that rely upon the peak width of the X - ray diffraction patterns. In the present study, Williamson-Hall (W-H) plot method as well as Scherrer formula have been chosen in order to understand the origin of the broadening in the XRD peak.
The broadening of XRD peaks is due to crystallite size and strain contributions. The average crystallite size was calculated from XRD peak width based on Debye–Scherrer’s equation,
where
According to Williamson and Hall, the strain-induced broadening in nanocrystalline powders due to crystal imperfection and distortion was calculated using the formula [35],
Here,
where
If we consider the particle size and strain contributions to line broadening are independent to each other and both have a Cauchy-like profile, then the observed line breadth is the sum of Eqs. (1) and (2) and is given by [35],
By rearranging the above equation, we get,
This is the Williamson- Hall equation, which represents the uniform deformation model. The average crystallite size is estimated for selected peaks of nanocrystalline MTO powders milled for different hours by using Eqs. (1) and (6). The variation of average crystallite size as a function of milling time calculated by both the method is plotted and is depicted in Figure 4(a). It is clear from Figure 4(a) that up to 30 hrs of milling the average crystallite size decreases sharply and then attains a constant value. The average crystallite size of the parent sample was found to be nearly 2.5 μm. But for 20 hrs of milling, the crystallite size reduced to 100-120 nm and for 35 hrs of milling it becomes 40-60 nm, as calculated by W-H method. From Scherer formula the average crystallite size for MTO powder are found to be 28 nm and 17 nm, respectively after 20 and 35 hrs of milling. Thus the crystallite size calculated from the Scherer equation is smaller than that of the W-H method. This is due to the fact that the Scherer’s equation does not account for the lattice strain effect that causes line broadening.
Mg2TiO4 has an inverse spinel structure and having structural formula
where,
By using Eq. (7), the lattice constant of selected planes is calculated by following relation,
The variation of lattice parameter as a function of different milling time is plotted and is illustrated as inset Figure 4(a). The results showed that the lattice constant decreases with increase of milling time from 8.436 Å to a stable value of 8.412 Å. This difference in lattice constant stipulates the occurrence of atomic disorder due to the milling process. That means the grinding of the powders via high energy ball milling techniques not only reduces the crystallite size into nanoscale range (< 100 nm) but also causes in the enhancement of lattice strain. Thus, the net X-ray line broadening is due to decrease of crystallite size, development of lattice strains and also due to the instrumental effects. Normally, crystallite size is a measure of the size of a coherently diffracting domain. So, when the crystallites of the materials are <100 nm, they have very less number of parallel diffraction planes that causes broadened diffraction peaks. Similarly, the non-uniform strains arises out of heavy plastic deformation during the course of high energy mechanical milling process that causes broadening of the diffraction peaks [35].
The milling dependence of internal microstrain (
In order to determine the characteristics temperature at which solid state processes are taking place, DTA and DSC analysis has been performed. Figure 5 shows the DTA and DSC curves of the MTO system milled for 35 hrs. The initial weight loss of 6-8% was assigned to the evaporation of humidity during powder’s preparation route. Around 400 -450°C, the weight loss was more prominent and apportioned to the formation of secondary phases of MgTiO3 and MgTi2O5. As mechanical activation supports hygroscopy, so weight loss is the highest for the sample with the longest period of milling. So, MTO-35 has more weight loss compared with other different hours milled samples. Also, we have observed some endothermic and exothermic peaks that are related to the weight loss of the sample with temperature.
TGA and DSC curves of 35 hours milled powders.
SEM micrographs were obtained to see the influence of mechanical activation on the evolution of microstructure of MTO powders milled for different hours (Figure 6). It is well-known that milling processes yield a significant modification in the morphology of composite materials due to severe plastic deformation of the particles during the milling process [38, 39]. Generally, the microstructure evolution is controlled by the processing parameters, such as composition of the materials, rise of temperature and milling intensity. From the morphological study, it is noticed that the starting powders consists of spherical particles with extreme agglomerated morphology. After a short period of milling up to 5 hrs, there is significant effect on the morphology of the MTO powders was observed. The particles were distributed over a wide range from sub-micrometer to few micrometers with spherical in morphology. As the milling time increased up to 35 hrs, cold welding of particles was activated and the size of the particles reduced into nanometer range due to the high impact collision of the balls. At this stage more distinct granular structure particles are observed as compared to the initial stages of milling along with the presence of new phases in the shape of agglomerates covered with many smaller nanosized particles of starting powders. These clustering of MTO nanoparticles are typically mechanically alloyed powders that are resulted from repeated cold welding and fracture of powders during the process of high energy mechanical alloying. The surface morphology of the nanocrystalline MTO powders are in support as evidence to the XRD results that the crystalline nature enhances with the increase of milling durations.
SEM micrographs of the MTO powders milled for (a) 0 (b) 5 (c) 20 and (d) 35 hrs (adapted with permission from Bhuyan et al., 2020, @ Springer [
The bright field TEM images of MTO nanoparticles milled for 20 and 35 hrs are shown in Figure 7(a) and (b) respectively. From TEM images it was evident that the powders milled for 20 hrs does not exhibit that much distinct particles (clustering of MTO nanoparticles), but for 35 hrs milled powders a clear nanosized particle is observed. The size of the parent oxides is about 2 μm. As the milling time increases the size of the initial particles decreases and for 35 hrs milled nanocrystalline MTO powders the average particle size is found to be around 60–120 nm. This crystallite size is nearly consistent with the calculated data by Williamson-Hall plot method.
Bright field-TEM micrographs of (a) 20 and (b) 35 hrs milled MTO powder.
The selected area electron diffraction (SAED) pattern of the 35 hrs milled powders is shown in Figure 8(a). The SAED ring pattern indicates that the phase of MTO- nanoparticles was polycrystalline in structure and the distance between crystalline planes (i.e., inter planer spacing or
(a) The selected area electron diffraction (SAED) pattern and (b) HR-TEM for 35 hrs milled powder (Adapted with permission from Bhuyan et al., 2020, @ Springer [
Room temperature UV – Visible spectra were taken for all the as-prepared samples in order to see the effect of milling duration on the optical band gap of the mechanically alloyed MTO nano-powders, and are illustrated in Figure 9. A strong absorption peak at around 356 nm is observed for un-milled MTO powders, while with increase in milling duration, the peak slightly shifted to 352 nm for 35 hrs milled powders. It shows that there is a clear sign of blue-shift in the absorption peak with decrease in average crystallite size. This indicates that with decrease in particle size the band-gap increases. However, the enhanced absorption in mechanically alloyed MTO nanoparticles can be attributed to a large surface to volume ratio and enhanced oscillator strength with decrease in average particle size.
Room temperature UV – Visible spectra of pure and milled MTO powders,
Tauc relation [40], is employed to estimate the optical band gap of all the milled samples. According to this relation,
Mg2TiO4 nanocrystalline with spinel structure were synthesized from high purity MgO and TiO2via high energy ball milling techniques. The impact of milling time on particle size, crystal structure and the microstructure of mechanically derived Mg2TiO4 nanocomposite powders were investigated using X-ray diffraction, scanning electron microscopy and transmission electron microscopy (TEM) techniques respectively. Williamson-Hall method was employed to understand the origin of the broadening of the X-ray diffraction peaks. It was confirmed that the W-H method is a more accurate method as compared to the Scherrer method for the estimation of crystallite size of the Mg2TiO4 nanocomposite materials. Further, the thermal decomposition behavior of the milled powders was examined by a thermo-gravimetric analyzer (TGA) in argon atmosphere. The UV–visible spectra showed strong bandgap absorption at ~356 nm and with an increase of milling times from 0 to 35 hrs, there is an increase of the band-gap from 3.68-3.78 eV. The Mg2TiO4 nano- powders synthesized via mechanical alloying method showed promising optical properties which is suitable for commercial optoelectronic applications. Also, the high optical absorption edge makes this material as suitable UV light absorber. Moreover, Mg2TiO4 is an excellent microwave dielectric material having wide band gap and high refractive index and practically useful for various optical and electronic applications.
The author RKB acknowledges Prof. Sukant Kumar Tripathy, Department of Physics, Berhampur University, Berhampur, Odisha, India for his suggestion and discussion for the betterment of the manuscript.
Modern society is involved in the processes of globalization and increased industrial competition. Individuals must respond quickly to changes, apply nonstandard solutions, and generate new original ideas. Society needs unusual solutions to familiar problems, new approaches to solving broadly known and investigated problems, as well as new ways of behaving in typical situations. Most professions in the modern world need highly developed creative skills. In the cutting-edge socioeconomic system, experts have always seen creative thinking in various forms. It is associated with scientific discoveries, entrepreneurship, technical inventions, the creation of works of art, and relations with people or public administration.
In the history of creative thinking development, the focus has always been on the mechanisms of its development, its interdisciplinary nature, and the desire of a person to understand his/her abilities with the respect to creative thinking. It is considered at the philosophical, pedagogical, psychological, and other research levels. The past decade has seen a renewed importance in creative thinking development, its special features, and ideas of designing a comfortable environment to enhance creativity. It can happen due to several factors. The first one is that creativity is assigned the role of an instrument in solving diverse and constantly growing interdisciplinary problem-based tasks; the second one is that creativity performs an important function in the process of forming maturity thinking of an individual.
Based on the survey conducted with the World Economic Forum (WEF) [1] that represents more than 7.7 million employees worldwide, creativity and innovation are considered by employers as rising in prominence. Nevertheless, the global recession and the COVID-19 pandemic-induced lockdowns in 2020 have brought an uncertain outlook for the labor market and updated the list of the top skills with such skills as resilience, stress tolerance, and flexibility, the education field must be ready that by 2025, there will be an increasing demand for skills related to creativity and innovation.
As far as many hypotheses regarding creative thinking development appear to be debatable, current solutions have been seen in strengthening the education systems ready for future challenges with designing training programs that could build a solid foundation to optimize global talent and assist in the development of new abilities in the twenty-first century.
The perspective chapter takes a new look at the issues of creative thinking development. With this in mind, we tried to consider the concept of creativity as a phenomenon, approaches to the construction of tasks to develop creative thinking, criteria for creativity assessment as well as products of creative activity, and how creativity development can be supported in the educational process and everyday life.
The term “creativity” has been applied to the overall structure of the personality, his/her uniqueness, and individuality; therefore, it has a significant impact on all stages of educational trajectories of personal development. In the literature, creativity often refers to the creative abilities of a person, which are manifested in creative thinking and feelings, communication, and individual types of activity [2]. It can be used to characterize the personality in general, as well as his/her aspects, products of his/her activity, as well as the process of his/her creative thinking. Creativity is sometimes equated with essential and relatively an independent factor of giftedness. It is hardly reflected in tests to define the level of intellectual development and academic success. In contrast, creativity is more receptive than critical thinking about new ideas. A complex approach to the upbringing of a creative personality covers a wide range of issues related to originality, initiative, and complex problem-solving.
According to Freedman [3], creativity is the indissoluble unity of the ideological, worldview, internal and artistic, it is an essential condition for the personality of a growing individual, versatility, and harmony of his/her development.
At the present stage of social development, a person needs to develop in order to possess in-demand skills needed by the employers. Highly developed creative skills allow a person to continue active learning, be more flexible and easily adapt to changing conditions and requirements, work with innovations, and improve the environment.
Demirkan and Hasirci [4] identify three main elements of creativity: (1) competence (availability of a knowledge base, experience, skills); (2) cognition (using creative thinking methods, ingenuity, flexibility, perseverance); and (3) motivation (internal and external). Internal motivation deals with a personal interest in solving a problem, a persistent desire to apply knowledge and self-actualize. Extrinsic motivation is connected with promotion and material interest.
De Bono [5] developed a holistic program for the development of creative thinking and highlighted the following basic principles: (1) determination of the conditions for solving the problem, necessary and sufficient to achieve the goal, (2) wish to abandon previous experience in solving similar problems, (3) possession of the ability to notice multifunctional, universal things, (4) interdisciplinary nature (ability to connect the most different, even opposite ideas from the most diverse areas of knowledge and the use of the resulting associations to solve problems, and (5) enhancement of the ability to understand the dominant idea in a given field of knowledge.
Figure 1 depicts the unity of components that from our point of view influences the development of creative thinking, such as logic and cognition, positivity, harmony, and productivity, joy, and professional development. The implementation of these components simultaneously helps students to enhance a wide range of abilities, as for instance, ability to think logically, the ability to overcome stereotypes, the ability to find logical connections between phenomena, objects, facts, etc.
The unity that influences the development of creative thinking skills.
Botella et al. [6] suggest that the development of a person who can act creatively involves the development of a fundamentally new culture of thinking, its essence is the development of human intelligence using off-pattern learning technologies. In this situation, the emphasis is on the generation of knowledge rather than on the organization and processing of the knowledge.
Corrazza [7] outlines creativity as the ability of students to generate new knowledge through a technologically controlled expansion and transformation of the vision of reality as a future that can be able systematically organized based on the present; thus, creativity is a construction ability in the mode of the thinking process organization. On this point, creativity differs from innovation, as the generation of new knowledge through the use of existing abilities, connections, relations that are interconnected. Creativity presupposes the design of such features based on the already existed skills and abilities (aptitudes, relations). Kant in Ref. [8] believes creativity is a controlled productive imagination that is characterized by spontaneous actions.
Barron and Harrington [9] suggest that creativity presupposes the necessary variety of knowledge, and the initial mental order is a potential collection of all possible orders. Amabile [10] focuses on the idea that the scenario of creative thinking is approximative to the model of mental experimentation, to balance “on the edge of chaos” between the real and the possible.
These ideas have to be taken into consideration by teachers and trainers during the development of the assignments aimed at enhancement of the creative thinking skills.
While researching the problem of students’ creativity development, experts note that it greatly contributes to the development of the individuality of personality. Creative tasks are described as an original solution to a problem that gradually becomes more complex, where the data and requirements are presented to the student, and he/she must find a solution to the problem using the techniques of creative activity and innovative ways of thinking. Thus, Runco considers creative tasks as the tasks that require the student to be resourceful, when the student finds his/her original solution, applies it, or makes use of certain techniques to create innovative solutions steadily [11].
In general terms, creative tasks can be defined as a system in which many forgetive assignments are ordered and interconnected, built based on a hierarchy of creative methods, and aimed at developing the creative thinking of students in the educational process. According to its structure, the system of creative tasks includes target, content, activity, and effective components [12].
Originality or authenticity relates to understanding and accepting a person’s identity in order to maximize his/her talents. The development of creativity starts with the awareness of individual authenticity and acceptance of a person’s identity as unique originality. Knowledge about technologies, different approaches, methods of development, and strategies of creative thinking perfectly fit into this background.
The content of the creative tasks system includes thematic groups of tasks that are aimed at cognition, creation, the transformation of various objects, phenomena, situations performed by students. The construction of such thematic groups is based on setting students’ own goals, using certain methods, performing some functions that ultimately are aimed at developing students’ creative thinking skills.
The creative tasks system may include a regulatory component that relates to the reflexive actions of students in the process of their study; in this case, the creative tasks system can change in accordance with additional information about the implementation of elaborated decisions, which is gained as a result of the process of implementation, which necessitates control and regulation of their actions.
The activities in the creative tasks system are represented with the forms of organizing procedures (group, individual, or collective work), optional activities.
The past decades have seen a renewed importance in the development of approaches, methods, and techniques dedicated to the support of creativity. Many researchers, scientists, and scholars proposed various ideas for creativity development (Delphi Method, Synectic Method, SCAMPER Method, etc.) that were implemented in practice due to their specific features.
Table 1 presents a short overview of the highly demanded approaches, methods, and techniques proposed and implemented by different scientists from 1926 to 2006. All those approaches, methods, and techniques are aimed at supporting the creative potential of individuals. An increasing number of studies have found that the main qualities that support creativity in the individual are curiosity, self-confidence, assertiveness, auditory and visual memory, the desire to be independent, originality, and absorption (degree of concentration).
№ | Author name | Approaches and methods | Specific features |
---|---|---|---|
1 | Edward De Bono (1973) | Holistic approach and Six Thinking Hats Method | It aims the development of creative thinking based on the methods from an understanding of how the mind works as a self-organising pattern recognition system. |
2 | Graham Wallace (1926) | Creative Problem Solving Approach | It outlines the theory that the creative process includes four stages: preparation, incubation, insight, and examination. |
3 | Bob Eberle (1971, 1997) | SCAMPER Method (Abbreviation for Substitute, Combine, Adapt, Modify, Put, Eliminate, Reverse) | The SCAMPER approach aims at the modification of the object or problem in question. It includes questions that guide individuals in thinking about the problematic pathways that new ideas usually come up with. In the process of obtaining answers, their various properties are studied, new ideas arise, new opportunities for the development or improvement of the object are revealed. |
4 | Tony Buzan (2006) | Mind Mapping Approach | It is based on the concept of radiant thinking that led to the formation of the technique of mind mapping. It stimulates creativity due to establishing relationships among ideas and developing individuals’ memory and learning potential. |
5 | Fritz Zwicky (1966-1969) | Morphological Box Method | The essence of the method is to build a matrix (table, box), which lists all the constituent elements of the research object and indicates all possible options for the implementation of these elements. By varying all known options for implementing the elements of the object, you can get the most unexpected new solutions. |
6 | William Gordon (1969) | The Synectic Method | The idea of synectics is to unite individual creators into a single group for joint formulation and solution of specific creative problems. The method is based on the use of unconscious mechanisms that are manifested in a person’s thinking at the time of creative activity. |
7 | Olaf Helmer and Theodore Jay Gordon (1964) | The Delphi Method | The emergence of Delphi is associated with an objectively urgent need to improve the methods of group decision-making. Before the advent of Delphi, the most common way of agreeing with different positions and reaching a common opinion was the traditional meeting. |
Overview of the highly demanded approaches, methods, and techniques dedicated to creativity development from1926 to 2006.
In Ref. [13], creative tasks (possess a creative nature) can be divided into problematic tasks, problematic questions, simulation, case studies, and tasks of a divergent type, the main feature of such assignments is that they allow several possible answers. Creative assignments require students to demonstrate a high level of autonomy. Smith and Carlsson [14] suggest that in traditional teaching, convergent-type tasks are mainly used: the conditions of such tasks assume only one appropriate answer, which can be worked out by strict logical reasoning based on the use of learned rules, algorithms, laws, etc.
Khutorskoy [15] in 2004 was one of the first to offer the following classification of creative tasks: cognitive, creative, and organizational (or methodological) tasks. In Tables 2–4, we consider the examples of tasks that include instruction, developed abilities, and discussion. The instruction contains a description of the problem-based situation and the task itself. Developed abilities deal with skills and abilities that can be developed or enhanced during task performance. The discussion may include tasks and questions for discussion.
Lesson | Natural sciences |
---|---|
Instruction | Everyone knows that our planet is globe-shaped. But what does it mean? According to psychological research, many children understand this statement differently. For example, they consider it as a flat circle that floats in the sea or levitate in space. When answering a question about the shape of our planet, they say, “It is round,” and it goes in line with their views. The task is to provide as many ideas (How does a round planet look like) as possible. They must be wrong conceptually but right according to the logic of presentation. The time limit is from 5 to 7 minutes. |
Developed abilities | Ability to generate new ideas, ability to identify and understand the ambiguity of statements, ability to overcome stereotypes, etc. |
Discussion | Students share their ideas about how we can imagine the round planet. After students are proposed to discuss the pros and cons of template thinking and creative thinking. Give the example of situations when template thinking is more appropriate than creative thinking and vice versa. |
The example of cognitive task.
Lesson | Classic literature |
---|---|
Instruction | Everyone knows the story about Gulliver’s Travels. Imagine yourself in the Gulliver’s place in the country of Lilliput (where your height is as a two or three-story building) and in the country of Giants (where your height is similar to the size of a pen or pencil). The task is to think about things that can be used as sports equipment in one of those countries in different kinds of sports (e.g., ski, skating, fencing, etc.) The time limit is from 8 to 10 minutes. |
Developed abilities | Ability to choose the right method (e.g., exaggeration to imagine Lilliputs and Giants), ability to notice multifunctional things, ability to be flexible, etc. |
Discussion | Students present their ideas about things that can be used as sports equipment in one of those countries in different kinds of sports. After students discuss questions: Why did they choose Lilliput country or Giant country or provide arguments in support of chosen kind of sport, etc.? |
The example of a creative task.
Lesson | Crafts |
---|---|
Instruction | Students are divided into three or five teams. Each team has got a piece of A4 paper and scissors. The task is to design the Arch under which every one of the participants can go. The Arch must be uninterruptible (solid). It is forbidden to use glue or other materials to connect a paper. The ways and methods of activity performance are not explained to students. The time limit is from 8 to 10 minutes. |
Developed abilities | Ability to work in a team, ability to generate new ideas, ability to set goals, the ability to realize the results of the learning, etc. |
Discussion | Students present their Arches and compare their results with the result of other teams. Whose idea is the most creative, feasible, or tangible? After students discuss How easy or difficult it was for them? |
The example of organizational task.
Cognitive tasks are aimed at the building and development of student’s cognitive skills. They include the ability to ask questions, the ability to feel the world around us, to conduct experiments and research, the ability to identify and understand the ambiguity of statements, the ability to overcome stereotypes, to find the causes of the occurrence of phenomena.
Creative tasks provide the enhancement of creative thinking in students: the ability to make a forecast, sensitivity to contradictions, flexibility, imagination, the ability to generate new ideas.
Organizational tasks support the ability to realize and formulate the goals of their educational activities, to organize continuous educational or professional development, the ability to realize the results of the learning, to assess and review the innovative ideas proposed by classmates.
Experiments on tasks for creative thinking development were conducted in 2009 by a group of researchers [16]; let us distinguish the following requirements for creative tasks: (1) openness (the content of a problem situation, heuristic task, case study, or project method has to be widely known); (2) feasibility (tasks take into account the current level of students professional development and age); (3) diversity (the performance of tasks provides different ways of problem-solving or multiple solutions); and (4) congruence (the chosen methods of creative thinking corresponds to the problems set in the task). Besides the requirements for creative tasks development, some conditions are the prerequisites for creative tasks system usage. Among them is the construction of tasks that must be carried out on an integrative basis, when the task allows students to enhance several mental processes at the same time: thinking, attention, imagination, memory; the selection of tasks aims at the rational sequence of their presentation: from reproductive ones, aimed at updating existing knowledge, to investigative that focused on mastering generalized methods of cognitive activity, and then to innovative, which allows considering the studied phenomena from different points of view. The performance of tasks provides the fluency of thinking, consistency, and coherence, the flexibility of mind, the ability to generate hypotheses, that is, to the development of the quality attributes of creative thinking.
Some experts [17, 18] propose a three-component model of the process of creative thinking that builds three mutual connections: reflection, enthusiasm, and individuality.
Reflexivity distinguishes humans from animals and allowing to form self-awareness, self-esteem, plan through language, analyze, and reflect the world. Enthusiasm is combined with a belief that changing the environment brings a good opportunity for innovative changes. Individuality is specified in the ways the problem is solved.
Several authors believed that criteria to assess creative thinking depend on the fields of knowledge and activity [19, 20]. But this claim can be called into question as far as there are some general requirements for the process of creative thinking regardless of the field of science. When assessing creativity, we pay attention to the facts whether students (1) change the structure of internal and external data using additional conceptual differences and make decisions about similarities, (2) restructure the problem, (3) use relevant knowledge, visual thinking for creating new and innovatively using old knowledge and skills, and (4) use a nonverbal thinking model.
We can add to these factors one more as far as in some fields students use an interdisciplinary approach, it means that during their creative activity, they use innovative knowledge and well-known knowledge in other disciplines that can be transferred from one field of study into the other.
When assessing the level of the creative thinking skills, development experts propose students pass the Torrance Tests of Creative Thinking (TTCT), Guilford’s Alternative Uses Test, or Wallach and Kogan’s creative thinking tests. The tests include assignments for divergent thinking assessment and problem-solving skills. Torrance [21] identified for following criteria for creativity assessment originality, flexibility, fluency, and elaboration. Originality is the ability to generate nonstandard or unexpected ideas, to deviate from the generally accepted pattern. It helps to successfully get out of emergencies. Flexibility is the ability to assess a problem from all sides and apply different strategies when solving it. It helps to quickly grasp connections between different phenomena, establish patterns, find common ground in a variety of things and events. Fluency is the ability to come up with a large variety of ideas at great speed. With high levels of fluency, a person can come up with 20 ways to use an object, for example, an ordinary pencil, in a minute. The last one is elaboration—the ability not only to generate ideas but also to deepen and detail them.
In Ref. [22], our attention is drawn to the idea that the assessment of creative skills can be done through the analysis of the products of creative activity. The analysis of the results of the creative activity products made by students demonstrates a positive trend in the use of heuristic tasks. It suggests we identify the following criteria: the quality of the students’ creative products; motivation and cognitive interest of students in creative activities; the level of time and self-management in creative activity.
When assessing the level of quality of products of students’ creative activity, the attention has to be focused on the following parameters [23]:
a range of approaches used to perform a heuristic task;
the originality of ideas, their innovative aspects;
creatively different approach to solving the problem;
the practical value of the creative product;
the level of application of subject knowledge, skills, and abilities for the implementation of the original idea.
In the literature [24, 25, 26], there are a surprising number of criteria (about 17) on how to assess the creative product or idea produced by students. Thus, they can be considered as main criteria (such as originality, recency, future potential, flexibility, efficiency, elaboration, etc.) and additional (such as applicability, attractiveness, expressivity, sustainability, etc.). In this chapter, we consider the most influential.
Assessing
The use of
Thus, we state that the level of creativity possessed by students can be assessed from different points. The teacher can assess the creative thinking skills of the students or the product or idea as a result of creative activity. Further analysis showed that creative thinking isn’t just a random splash of new ideas, it can bring tangible and effective output. Highly developed creative thinking skills help students achieve better results in transforming the environment, effectively and competently respond to modern challenges. These results offer vital evidence that the ability to think creatively is also based on knowledge and experience, and, therefore, it can be an object of focused training that can be assessed and enhanced.
To achieve the goals of the chapter, we have used complex interconnected methods of scientific research. The theoretical methods used in the chapter are the generalization of psychological and pedagogical literature to consider the concept of creativity as a phenomenon, the comparative analysis to explore approaches to the construction of tasks to develop creative thinking, the content analysis to identify criteria for creativity assessment as well as products of creative activity.
The empirical methods used in the chapter are the quantitative and qualitative analysis of the survey to stipulate the positive or negative effects based on the implementation of the model of creativity development in the educational process.
To illustrate the positive and negative effects of the implementation of the model of creativity development implementation in the educational process, the survey was carried out among 150 bachelor students of different specialism who study at Igor Sikorsky Kyiv Polytechnic Institute (Ukraine).
To stipulate the impact of the model of creativity development in the educational process, the study was carried out among teachers of English work on the Department of English Language for Humanities in Igor Sikorsky Kyiv Polytechnic Institute (Ukraine). A total of 45 teachers of English were recruited for semistructured interviews. Interviews were conducted informally.
Representatives of the students (SG) group were asked to express their attitude to different kinds of creative tasks proposed by teachers, to identify the difference between the standard tasks and creative tasks, to identify difficulties that occurred during tasks performance.
Representatives of the teachers (TG) group were asked to express their views concerning the aims, principles, components, methods, technologies, activities, and results integrated into the model of creativity development in the educational process.
The study employed a qualitative and quantitative analysis of data collected from the survey, interview, and observations.
Considering the data provided in Figure 2, we can see that almost all students possess a positive attitude to the performance of the creative tasks. Nevertheless, almost all students demonstrate a positive attitude to the performance of all creative tasks, the most positive attitude students demonstrate to the creative project’s performance (about 90% of students).
Students’ attitude toward creative tasks performance.
At the same time, some students demonstrate a negative attitude to the heuristic tasks (about 44% of students). One of the students said the following about difficulties:
“
When students have discussed the difference between the standard tasks and creative tasks, they mentioned such criteria as attractiveness, diversity, originality, and future potential of results (Figure 3).
The criterion used by students to evaluate the creative tasks.
Seventy-five percent of respondents believed that variability or diversity is one of the important features, and its level is higher in creative tasks. Fifty-five percent of respondents said that level of attractiveness in creative tasks is not much higher than in standard tasks.
One of the respondents said:
“
Students who participated in the survey emphasized the need for creative tasks to develop their ability to creative thinking, to personal growth, to provide innovative activity, and to generate new ideas.
During the interview, teachers mentioned that they believe that among technologies to support creative learning must be used situational learning technology, game technology, project technology, problem-based learning technology, and inventive problem-solving technology.
The ideas expressed by teachers are well consistent with the Creative Learning and Technologies Strategy [27] that suggests that blended technologies effectively provide digital resources to support learning; flip learning; communicate with students; encourage active learning and collaboration.
Taken together, the results from teachers’ interviews suggest that creative abilities can belong to a certain component of creative competence and can be supported with specific tasks and activities.
Thus, Figure 4 helps us to demonstrate the interconnections between components, abilities, and tasks.
Interconnection of components, skills and abilities, tasks and activities during creativity development.
These findings help us to design the model that will support creativity development in the educational process.
Some Ukrainian researchers claim that the effect of learning activity decreases, primarily due to unproductive methods of teaching [28]. In our opinion, it happens because the necessary methods are not developed and strengthened enough.
In many institutions, the interdisciplinarity is not developed, the lack of educational actions in various situations, the most difficult tasks are not practiced enough, the more complex methods are not used, which often leads to unsuccessful activities. Due to this, students are not satisfied with activities, on the one side, they consider them as obstacles that are hard to overcome.
Traditional teaching contains, mainly, explanation and illustration elements, when the teacher poses problems based on his/her own experience and indicates his/her own ways to solve them. With this type of training, the criterion component becomes the determining one. This approach organizes educational processes based on the predominance of reproductive activity, with detailed results. Due to the said above, it is necessary to gradually change teaching methods in order to intensify the learning process, increase motivation for learning. Thus, our idea is to implement the model of creativity development in the educational process using creative projects, mind maps, case studies, and heuristic tasks (Figure 5).
The model of creativity development in the educational process.
The main difference between the model proposed and the traditional teaching model is that the teaching method used in the model is close to the assimilation of knowledge. While in traditional teaching, the assimilation of knowledge goes on a reproductive level with some minimum elements of creativity, the proposed model presents different creative tasks that correspond to a creative level of teaching.
Teaching and learning using the creative project method, mind maps, case studies, and heuristic tasks in contrast to the traditional one are a complex type of interaction system, in which the management of students’ activities plays an important role. For example, in the creative project method, the level of problem items in the above method is set by two-level characteristics: the complexity of questions, problem-based tasks, and assignments. Their quantity and quality are taken into account as far as the ratio of four independent types of tasks: reproductive, cognitive-practical, reproductive-search, and creative.
Teaching and learning using the creative project method, mind maps, case studies, and heuristic tasks in the model reflect the following structure: research and sustainable research (problem-based statement, hypothesis advancement, testing, and idea generation); study of the case and discussion (identification and comparison of points of view); mind mapping and simulation in the subject-content (imitation-game) and heuristic assignments.
The essential characteristic of the specified teaching model based on such activities as the creative project method, mind maps, case studies, and heuristic tasks is the reflective activity of students in intellectual and emotional-personal terms. The focus can be shifted from a procedural training plan into a context-based one and can be carried out in the following areas: special training in search procedures, the formation of a reflective thinking culture; special training in the processes of mastering and applying new techniques of the method of creative design; the formation of a discussion culture; special development of the emotional and personal side of educational activity associated with its role components; an emotional and intellectual reflection of the course of training, including simulation and heuristic modeling.
Our work has led us to conclude that one of the priority vectors of modern higher education is the development of a creative personality, the formation of readiness for professional mobility, social and creative activity. In the twenty-first century, creativity is the central, pivotal characteristic of a competitive personality. Students with a constant and conscious interest in creativity, who realize their creative potential, can successfully adapt to the changing conditions and challenges of life. In the future, such students can easily create their own individual style of activity, they are more capable of self-improvement and self-realization in professional activities.
In this chapter, we have outlined that a student’s creative thinking is a type of thinking that manifests itself as an integrative feature of personality. This chapter underlined the importance of criteria for creativity assessment as well as products of creative activity. The evidence from this study suggests that the results-oriented use of heuristic techniques, mind maps, project methods, and case-study enhance creativity development.
These findings add to a growing body of literature on the issue of how creativity development can be supported in the educational process and everyday life. Future studies on the current topic are therefore required experimental research in order for the proposed model of creativity development in the educational process to be verified by a larger sample size.
This research was supported by the Department of English Language for Humanities and Faculty of Linguistics, Igor Sikorsky Kyiv Polytechnic Institute.
The authors declare no conflict of interest.
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