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dc.contributor.authorHasirci, D.en_US
dc.contributor.authorDemirkan, H.en_US
dc.date.accessioned2016-02-08T10:31:04Z
dc.date.available2016-02-08T10:31:04Z
dc.date.issued2003-03en_US
dc.identifier.issn0022-0175
dc.identifier.urihttp://hdl.handle.net/11693/24555
dc.description.abstractThe four elements of creativity - the person, process, product, and environment - that come together for the purpose of clearly and completely defining creativity, form the structure of the research. Two sixth grade art-rooms have been chosen as the setting, as a likely place to observe creativity and sixth graders as the sample group. Observations of each child in an art-room, her/his creative process, product, and the assessment of a 1/20 model of the art-room made by each student, were analyzed to form a complete picture of creativity. Results showed that the three elements of creativity (person, process, and product) were significantly different from each other. In addition, process and product occurring within the same environment were highly correlated with each other.en_US
dc.language.isoEnglishen_US
dc.source.titleJournal of Creative Behavioren_US
dc.relation.isversionofhttps://doi.org/10.1002/j.2162-6057.2003.tb00824.xen_US
dc.titleCreativity in learning environments: the case of two sixth grade art-roomsen_US
dc.typeArticleen_US
dc.departmentDepartment of Interior Architecture and Environmental Designen_US
dc.citation.spage17en_US
dc.citation.epage41en_US
dc.citation.volumeNumber37en_US
dc.citation.issueNumber1en_US
dc.identifier.doi10.1002/j.2162-6057.2003.tb00824.xen_US
dc.publisherJohn Wiley & Sonsen_US
dc.identifier.eissn2162-6057


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