An enrichment program developed for sixth-grade gifted students combined creative problem solving with future studies in a way that would simulate real life crisis problem solving. The program involved forecasting problems of the future requiring evacuation of Earth, assuming roles on a spaceship, and simulating crises as the spaceship traveled to…

Examines the need for the study of architecture and product design in the K-12 curriculum. Describes a model for an integrated design studio that promotes creativity. Recommends ways that people from the community can help in the classroom and suggests ways that art teachers can be trained. (KM)

A more parsimonious interpretation of the factor structure of creativity tests than that afforded by the original study was found in this reanalysis of a study of 403 sixth graders by P. Merrifield, J. Guilford, and A. Gershon (1963). The prior analysis extracted and rotated too many factors. (SLD)

Learning activities that use visual art symbols enhance the creative and artistic potential of gifted and talented students; promote integration of thought and feeling and the development of multiple symbol systems. Proposes combining with Clark's integrative education model to improve the academic success of all American Indian students. (SV)

This paper reviews trends in research into creativity and describes the Profiling Project which is examining Creative Problem Solving (CPS), an ecologically based process model used to define problems, generate ideas, and refine solutions. Research into five dimensions of CPS are proposed: the situational outlook, personal orientation, outcomes,…

Reports two studies that used social validation methods to collect parents' and teachers' implicit theories of indicative and contraindicative aspects of children's creativity. Compared those theories with theories reported in previous research. Tested a revised version of the Parental Evaluation of Children's Creativity that samples both…

This article describes the collected written and visual works of one Dakota Indian first grader, compiled over the course of the academic year. Through a descriptive study of her works, the student's teachers were able to understand her particular meaning-making efforts. (Contains 25 references.) (MDM)

Reviews the research on (1) developmental stages of play among young children; (2) solitary play as a separate continuum with its own developmental stages; and (3) benefits of solitary play on the child's whole development. (BB)

A study compared university chemistry students' (n=19) performances in creativity exercises, concept mapping, and traditional examinations. Performance in all three correlated with deep study strategy, but low correlations between the three methods suggests that they test different aspects of chemistry knowledge. Use and integration of all three…

Reviews six books covering topics of (1) creativity and play in the early childhood curriculum; (2) the involvement of families in middle school education; (3) nonverbal communication; (4) developmentally appropriate classrooms for kindergarten through third grade; (5) schools' role in teaching respect and responsibility; and (6) the practice of…

This study of 18 highly creative/productive secondary school students reveals subjects' insights into ways they obtained ideas for their projects, how interest in their investigations was sustained, and what they learned from projects. Data from school documents, students, and parents are examined in terms of demographics, family background,…

A review of the research on similarities and differences between creative women and men in the areas of the visual arts, creative writing, mathematics, musical composition, and science suggests a need for educators to stress the importance of commitment and intensity in pursuing a chosen field. (DB)

The Future Problem Solving Program aims to empower potential leaders to manage change successfully. It involves teams of students using a structured, creative problem-solving model to tackle controversial issues for the future; writing scenarios creating alternative futures; and planning for and implementing real solutions to real problems in…

The Future Problem Solving Program has a noncompetitive Primary Division that challenges gifted children in grades K-4 to think creatively about society issues, develop research skills, interact as a team, develop oral and written communication skills, become interested in the future, think critically, and solve problems. (JDD)

A former participant in the Future Problem Solving Program reminisces about his experience in local and national competitions, describes the program's unique features (its emphasis on creativity and focus on the future), and notes the usefulness of the problem-solving process in his work with the Corporate Audit Staff of General Electric. (JDD)