Assistant Professor University of Alabama, Alabama
Creativity myths abound in education. Myths start from grains of scientific fact but often evolve into detrimental pseudoscience. This leads to questionable instructional practices even in gifted education. In this session, participants put their creativity knowledge to the test, learn about research-based conceptions of creativity, and empower themselves with strategies to strip creativity pseudoscience from their gifted education practice.
Learning Objectives:
Recognize common neuromyths and creativity myths based on existing research
Articulate the implications of common myths for gifted education professionals relative to creativity
Identify places in instructional practice where they can remove creativity-related ideas based on questionable or non-existent research
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