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Students’ Perceptions of Creativity Education: A Perspective from Hong Kong, China

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  • Wai-Chung Ho

    (Hong Kong Baptist University, Hong Kong, China)

Abstract

Education, knowledge, and creativity are progressively becoming driving forces behind new social, cultural, and educational structures. With particular reference to Hong Kong, the purpose of the present study was to examine the under-researched relationships between creativity, practices, and values in school learning as perceived by adolescent students. Data from a sample of 3,519 Hong Kong Chinese school students, mainly aged between 11 and 15, from 16 schools were collected in 2019. Based on the data, this study explored the sources, values, and limits of fostering creativity in young students in school education. Educators must consider ways to cultivate creativity, nurture creative attitudes, and encourage students to develop their creativity across primary and secondary school levels.

Suggested Citation

  • Wai-Chung Ho, 2020. "Students’ Perceptions of Creativity Education: A Perspective from Hong Kong, China," International Journal of Humanities, Arts and Social Sciences, Dr. Mohammad Hamad Al-khresheh, vol. 6(6), pages 244-257.
    • Handle: RePEc:apa:ijhass:2020:p:244-257
    DOI: 10.20469/ijhss.6.20003-6
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    References listed on IDEAS

    as
    1. Noémi Berlin & Jean-Louis Tavani & Maud Beasançon, 2016. "An exploratory study of creativity, personality and schooling achievement," Education Economics, Taylor & Francis Journals, vol. 24(5), pages 536-556, September.
    2. Silvia Cerisola, 2019. "Cultural Heritage, Creativity and Economic Development," Books, Edward Elgar Publishing, number 18649.
    3. Noémi Berlin & Jean-Louis Tavani & Maud Besançon, 2016. "An exploratory study of creativity, personality and schooling achievement," Post-Print hal-01392470, HAL.
    Full references (including those not matched with items on IDEAS)

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