Creative thinking instruction for aboriginal children
Abstract Educational responses to the wide-spread failure of indigenous children in Westernised schools have not made the desired impact. In Australia, for example, an appropriate elementary education for many Aboriginal children cannot be guaranteed. Suggestions in the psychological literature that Aboriginal children might experience success in programs that value and promote creative thinking, motivated the design of the present study. This study, then, evaluates the effects of a general thinking skills program, de Bono's CoRT (Cognitive Research Trust) Program, which features divergent and creative thinking. The results reveal that the implemented CoRT program can enhance the creative thinking of Aboriginal children in mainstream classrooms, but not their scholastic aptitude, school achievement, thinking approaches, self-concept as a thinker, and internal locus of control. Issues of both implementation strategy, including the infusion of the thinking skills throughout the curriculum, and classroom practice are discussed with a view to enhance the children's success in thinking performance and transfer to other class activities.
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