https://doi.org/10.37955/cs.v6i3.2612
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eISSN: 2600-5743
Background for researching and
understanding the development of
CCPs in educational settings.
Antecedentes para la búsqueda y comprensión del
desarrollo de los PCC en entornos educativos
Stefania Vargas Mejia
Pontificia Universidad Javeriana. Colombia vargas_stefania@javeriana.edu.co
https://orcid.org/0000-0001-6550-112X
Yesid Fernando Roa
Pontificia Universidad Javeriana. Colombia, roa-y@javeriana.edu.co https://orcid.org/0000-0002-
2762-4265
ABSTRACT
This article is developed in order to verify and analyze the contexts and
paradigms immersed in higher education processes in order to
mobilize creative cognitive processes in teachers through the
application and development of an orientation guide that favors their
training contexts, accounting for the impact of these issues immersed
in contemporary studies, which in turn perceive shortcomings focused
on the development of creative cognitive processes. Several sources
were examined from databases, magazines and complementary texts,
which focused this exercise of teacher training in creativity, allowing
to see it as a tool that allows the human being to develop skills and that
these are applied in order to contribute to society and the citizen of the
future.
RESUMEN
El presente artículo, se desarrolla a fin de verificar y analizar los
contextos y paradigmas inmersos en los procesos de educación
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superior para así movilizar los procesos cognitivos creativos en
docentes mediante la aplicación y desarrollo de una guía de
orientación que favorezca sus contextos de formación, dando cuenta
del impacto de estas temáticas inmersas en los estudios
contemporáneos, que a su vez perciben carencias enfocadas al
desarrollo de procesos cognitivos creativos. Fueron examinadas
diversas fuentes desde bases de datos, revistas y textos
complementarios, los cuales focalizaron este ejercicio de formación de
docentes en creatividad, Permitiendo verla como una herramienta que
permite al ser humano desarrollar habilidades y que estas sean
aplicadas con el fin de aportar a la sociedad y al ciudadano del futuro.
Keywords / Palabras clave
creativity, training, cognitive creative processes, higher education,
higher education
creatividad, formación, procesos creativos cognitivos, educación
superior
Introduction
With the understanding of creative cognitive processes or CCP as they
will be called from now on, the mental representations and processes
that underlie creative thinking are identified. According to Boden
(1994), creativity consists of "using one's own computational resources
to explore and sometimes get rid of known conceptual spaces" (p. 156),
which means that every human being has, according to his experience,
a series of mental representations of the world around him that are
modified or changed by it. From this experience, creativity arises from
cognitive processes that are related and allow the generation of new
ideas and resources.
Recognizing creativity in today's world allows us to visualize and
experience it as a capacity that allows human beings to develop skills,
favoring the performance of tasks and the way to proceed in different
situations. The purpose of this review article is to analyze research and
innovation experiences in the field of CCPs and creativity in education,
in order to obtain a broader perspective on the needs of educational
contexts regarding this topic, also bearing in mind the conceptions of
creativity and how it is incorporated into teaching. Additionally, to
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find the contributions that have been made in order to nurture the
content of the research carried out from this review.
The direct antecedents and efforts for the development of creativity in
educational contexts are recent and continue to be strongly studied in
relation to the demands of learning today. Research, theoretical
proposals, published educational interventions and other articles that
allow, through their studies, the contrast with the theory and concepts
necessary for the approach of the subject in relation to CCPs, are
considered antecedents. The question then arises, how to contribute to
the promotion of PCC in higher education environments?
For the integration of the researches consulted in this article,
categories were assigned that allowed to deepen from different lines
without leaving aside the central concept. That is to say, the study of
the approach to CCPs both from creativity itself and from the cognitive
approach to it, aimed at current education. Thus, it is expected that
this article will make an important contribution to the elaboration of
the orientation guide for the development of PCC in higher education
teachers, as well as to the investigation of the process of creativity in
teaching and that it can generate reflections on the current demands
in education and the updating of teachers so that their practices
contribute innovatively and significantly to the training of future
professionals of society.
Materials and Methods
This document synthesizes and compiles express content on the
development of creativity, creative cognitive processes and those that
are especially aimed at education and teachers in particular. For the
above, we took into account specialized platforms in the supply and
academic publication both educational and editorial, such as;
Dokuma, Audiolis, Coursera, EDX, Platzi, databases such as; ECCO
and Scopus, Latin American journals such as; LATINDEX and
SSciELO, complementary texts such as; magazines of diffusion in
education, books, book chapters, conferences, doctoral theses, articles
published in scientific journals of impact, communications,
congresses, papers or scientific conferences. Determining the
existence of a wide development of creativity, from education and
university teaching, from the evocation of the PCCs as methodological
fragments in the elaboration of a guide.
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For the implementation of this methodological strategy, descriptors or
key words such as ''creativity, training, cognitive creative processes,
higher education'' were taken as a basis through actors associated with
the writing and achievement of this research, where a research process
begins in 2021 and ends in 2023.
Results
This section presents the results of the documentary analysis process
carried out on the basis of the studies and proposals that respond to
three review categories derived from the central focus of the search
with respect to the study of creativity in the development of creative
cognitive processes in educational contexts. These categories are: PCC,
teacher training programs and training and habits on creativity in the
21st century.
Creative Cognitive Processes
The objective of the background research on CCPs is to understand
these processes as mental operations that favor the creation of new
ideas. The understanding of CCPs refers to the study of different
models and approaches for the development of creativity that are
consulted thanks to their relevance and significant findings with which
a concept of creativity is proposed that encompasses skills to be
enhanced in all human beings, understanding them as capable of
formulating new ideas and generating innovative products that
contribute to their context and to humanity.
The experts Finke, Ward and Smith (1992) present the Geneplore
model, where they make a study of creativity that allows to understand
it taking into account the observation of human behaviors such as the
design and execution of cognitive tasks. This model is composed of two
phases, the first refers to the gene, the generative phase, and the
second phase called plore, which corresponds to the exploratory
phase. In the generative phase, mental representations called
preinventive structures are built and the exploratory phase is in charge
of exploring these structures.
Camacho (2016) in his study of characterization of PCCs, by means of
case studies applies the concepts for observation that stand out in the
Geneplore Model in order to organize, systematize and interpret the
performance of a task. For their part, Méndez and Ghitis (2015) focus
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on the study of PCCs through the performance of a particular cognitive
process as is the analogical transfer present in this model, which gives
rise to creativity and represents that "a relationship or set of
relationships in one context is transferred to another" (Finke, Ward, &
Smith, 1992, p.21). The study of the Geneplore model has constituted
for researchers in education, an important support by presenting the
cognitive processes that interfere in the creative processes especially
in teaching and learning with the intention of seeking strategies to
promote skills in students of the present century. Castro and Córdoba
(2015), propose an educational model that allows enhancing creative
cognitive processes in light of the Geneplore model where thanks to
the articulation of the work with teachers they were able to establish
their perception of CCPs and how to work them daily in classes with
students.
It is important to describe the cognitive processes carried out by both
teachers and students in educational situations, in this sense,
Manrique (2020) makes a typology applying a series of categories from
the types of cognitive processes being these both of lower level such as
attention, perception and memory, and those of higher level such as
narrating and understanding.
Another important model within the cognitive approach is the
Computational Representational Model of Mind proposed by
Margaret Boden (1994), which describes the thought processes and
mental structures on which creativity is based. Boden (1994) points
out that creativity involves the development of everyday skills and
abilities such as observing, remembering, and recognizing;
exploration turns out to be a key concept in understanding creativity.
This model was important for the research of Rubiano and Velásquez
(2013) together with the Geneplore model, since by applying a
cognitive task that consisted of the creation of a digital literary text
they were able to characterize the CCPs used in the realization of this.
According to Boden (1994), the more expert a subject is in a given field,
the more possibilities there are for creativity, which is why
professionals in literary studies were called upon to create the text.
Teacher Training Programs
The purpose of the search for background information on teacher
training is to respond to the definition, management and
implementation of training strategies that allow understanding a
changing and structured world based on the participatory action
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between student and teacher. Likewise, a modern concept such as PCC
requires an understanding through training processes where its
characteristics are studied and can be contrasted in the light of
everyday teaching and learning. Thus, Alfonso and Rodríguez (2018)
present the characterization of a virtual course with the objective of
generating a training process for teachers regarding creative cognitive
processes, where they sought to understand the cognitive models in
the framework of the study of creativity, such as the Computational
Representational Model of the Mind of Boden (1994), the Geneplore
model of Finke, Ward and Smith, (1992) and the contributions of
Sternberg (2009) regarding the elements to keep in mind so that CCPs
are fostered. Similarly, Sosa (2020) proposes through his research, the
training of teachers with emphasis on creativity in such a way that the
elements derived from the reflection of creativity and the analysis of
educational practice are integrated to contribute to the needs of the
educational context in terms of creativity.
The growing development of society and with it its rapid change in
many aspects including the educational dimension, invites us to think
about the importance of improving the quality of education, an aspect
in which governments make various efforts, finding as one of the
pillars the training of teachers, understanding that improving the
professionalization of teachers can contribute to this ambition of
improving the quality of education and learning, for this we take what
Reimers (2020) states
The importance of teacher quality has long been understood. As an
intentional process designed to support learning, it stands to reason
that the effectiveness of teaching is a result of the knowledge and skill
of those who guide it.(p.19)
Works such as Rivera's (2020), aimed at training teachers in creativity
through workshops, respond to the needs of the educational sector, as
mentioned in the previous segment; providing tools to work with
teachers and encourage them to develop creativity, which will improve
their learning and teaching processes and will have a positive impact
on their students.
Training and habits on creativity in the 21st century
With the background on training and habits on creativity in the 21st
century, we seek to understand the field of creativity, its incidence in
educational environments and the different areas of knowledge in
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order to inquire about the findings and the relevance of the topic in
each particular context.
The world report issued by UNESCO (2005) entitled "Towards
Knowledge Societies" states that:
Education must prepare learners to meet the challenges of the 21st
century, in particular by encouraging the development of creativity (...)
investment in education must be aimed at improving learning
environments and the status of the educational professions as a whole
(p. 211).
One of the challenges to generate a knowledge society is mediated by
the need to foster the development of creativity, which influences the
improvement of learning contexts, an element that is also mentioned
in UNESCO's recommendations. Going deeper into the term, the 21st
century brings the concept of creativity to the forefront as one of the
main challenges to face social problems in a world that renews itself
and is conditioned by information and technology. These challenges
imposed by the new century confront the citizen's perspective and his
or her capacity to respond to the demands of the context. For
education it is important to train teachers who are in tune with the new
world, teachers are needed who are aware of the needs of the
educational population, who can create and innovate in their daily
work (Cárdenas, 2019), as mentioned by Ortega (2014) in his research
on creativity in the teaching of university teachers where the
importance of training teachers in skills to meet current needs and
provide relevant responses to social and academic university
requirements is highlighted. Similarly, Agudelo (2019) presents the
creative skills of teachers where creative processes are perceived as
education skills and it is concluded that there is a need to incorporate
skills and creative thinking within the training processes, as well as
from the methodology to incorporate the teaching of creativity and
creative teaching.
Knowing creativity from the university reality is essential to
understand how a professor understands the term at this level of
education and how it affects his teaching and training activity.
Through a case study Poveda (2014), allows through his study to
examine these factors and conclude on the need to understand
creativity as a quality that accompanies every human manifestation in
order to advance in all levels of knowledge and knowledge. This is why
Ramírez (2010) in his research on implicit theories of creativity and
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teacher training, manages to identify the meanings that students,
teachers and advisors of the Bachelor's Degree in Preschool Education
for the Indigenous Environment, attribute to creativity in order to
understand the creative being of the educational actors, allowing to
establish processes of construction of the meanings of creativity within
the social reality.
In this sense, García et al. (2012) propose a process of recognition of
the conceptions on creativity as in the previous research. However, in
this case, they address elements related to the study of theories and
cognitive models of creativity to establish a relationship with the
educational practices developed in their study population
corresponding to the teachers of the Bachelor's Degree program in
Early Childhood Education at the Pontificia Universidad Javeriana in
Bogotá.
Once the concept of creativity is recognized and strategies for its
promotion and development are established, it is important to
integrate it into the educational processes from the different areas of
knowledge, taking into account that it does not belong to a single field
such as the arts, creativity is present in every aspect of life and must be
present in the educational field as the context and technological
progress require effective and dynamic responses in the generation of
knowledge. Prado (2020), makes significant contributions in this
regard, detailing the integration of creativity with the teaching and
learning processes carried out by university teachers, where the
conclusions allowed determining the benefit for teachers to have this
type of relationship in their processes. The integration of the
components is also present in the study conducted by Sadio et al,
(2020), by incorporating creativity from the use of ICT, which allows
through the collection of experiences to enhance the development of
creativity.
Conclusions
A review of various research studies on the study of creativity in the
development of CCPs in the educational field has been presented,
which has provided a broader view of the value given to creativity.
The studies propose strategies to enhance and promote the
development of CCPs in teaching processes. To this end, it is essential
to train and update teachers in the cognitive field of creativity in order
to generate in them a reflection on their practices and the way they
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plan their activities. The mobilization of thinking promotes problem
solving, innovation, the implementation of new methodologies, the
use of constraints for the creation of new products and the ability to
generate changes in educational processes that respond to the
requirements of today's society.
The contributions reviewed are not addressed in depth, however, it is
possible to determine the impact they generate in the educational
processes and the contribution to the present research. It is important
to recognize the needs in the field of education and the demands of the
21st century in relation to learning processes where creativity plays an
important role for the recognition of new methods that provide
answers and support for an education that promotes motivation and
fosters meaningful experiences.
The understanding of creativity makes it possible to establish it as an
ability that can be developed by all people in all fields of knowledge,
even in everyday activities.
It is recognized that the article has some limitations, for example, the
impossibility of collecting all the contributions regarding the study of
creativity and the cognitive approach to it, or the omission of research
and proposals that focus on creativity from other areas of knowledge.
This article presents a necessary and complementary review in a
discipline of growing interest and development that assesses the
relevance of the findings and complements the answers to the question
posed initially.
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