DEVELOPING CREATIVITY IN SCIENCE.docx (original) (raw)

The problem for developing creativity in the science, education and business, especially on the working place is derived from the specific modern social and cultural situation. Nowadays in the business, more than ever is important to look for the social creativity of the personality at all levels. In the last decade, the need of creative people is wanted more than ever. In this regard, the goal of our study is forming the structure of: standard of scientific creativity, model for the development of the educational creativity; model for development of creativity at the working place as total professional creativity, as well as approbation of its products in at least one professional area, as education. Creativity and scientific creativity have been discussed as well as skills needed for the creative scientist. The difference between creativity and scientific creativity has been addressed too in the first part of the paper. The literature review and analysis of several definitions of the scientific creativity support the development of a standard for its development through knowledge and skills. The most important skills for the creative scientific activity are presented in the paper. The standard, on one side, helps the scientist, who lectures students, pupils and adults in the development of creative scientific competence. On the other side, the standard is an instrument in appraising the level of self-development of the scientist, who might be a young one, beginner or mature scientist. The model of the functioning teacher (according to the standard of the profession) and the creative teacher has been presented in the paper. We have added characteristics of the creative type of education. In this regard, experimental study was conducted. During the experimental study, the following goal has been defined: to probe the model for development of professional creativity on the working place with teachers in two seminars on the topic „Developing creativity in the effective school. The practical seminars took place in April, May 2016 with 26 teachers from Dobrich city and 29 teachers from Varna city (total number 55 of the respondents). The following working hypothesis has been defined: if creative technology has been used during the practical seminars for teachers, then their results are expected to have characteristics of a creative educational product. To prove the hypothesis, six creative tasks have been given to participants. The need of creativity has been shown in the recent study on one side. On the other side, it shows that is possible to create parameters of standards for creativity at least in three different areas- science, education and business. The development of total professional creativity has been addressed too. It will be adapted based on the selected professional area. Results of applying models to the development of educative creativity on the working place of teacher are very encouraging. The preparation of creative human resources depends on the creativity of teachers and the way they manage the creativity on the working place. The relationship between creative educational product and creative productivity has been also proved.The study will benefit if results from transition of teachers to scientist are shared. In this regard, from 55 teachers, participants in the practical seminars in the two seminars, 17 publish their experience in the manual „Lessons in creativity―. The perspectives from the study are connected with standartizing of scientific creativity, proving that the creative education model is working, as well as developing model for the total professional creativity partly tested with teachers can be tested, added with characteristics and elements from every professional activity.