Abstract
Different pedagogical strategies influence the development of creativity in project groups in science and engineering education . This study is a comparison between two cases: Problem-Based Learning (PBL) in Denmark and Project-Organized Learning (POL) in China. The empirical resources are based on the results from a Master’s study that was carried out with respect to POL in China (2004–2007) and a Ph.D. study that was conducted with respect to PBL in Denmark (2008–2012). The results suggest: (1) there are many diverse influencing elements in learning environments of creativity in both PBL in Denmark and POL in China, and there are interactions between the different elements that underpin a systematic view of the influences of project contexts on creativity; and (2) supervisors in China and Denmark have different attitudes towards the development of creativity in students, which reveals the differences in the learning cultures and the implications for improvements in the fostering of creativity through project strategies in engineering and science education for the future.
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Zhou, C., Valero, P. (2016). A Comparison of Creativity in Project Groups in Science and Engineering Education in Denmark and China. In: Corazza, G., Agnoli, S. (eds) Multidisciplinary Contributions to the Science of Creative Thinking. Creativity in the Twenty First Century. Springer, Singapore. https://doi.org/10.1007/978-981-287-618-8_9
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