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Florian, Sorin Trocaru, Aurelia-Daniela Florian, Alexandru-Dumitru Bână  \nAbstract: The aim of the present article is to focus on the operational aspects referring to the actions – strategies and on the defined modalities of establishing educational objectives/competences. In the achievement of our work a special attention has been paid to the operational aspects of the learning process of the optical phenomena. There were carried out representative and functional experiments concerning optical phenomena like: reflection of light, refraction of light, dispersion of light, using accessible and/or recyclable materials to run our experiments. The education of creativity implies both an explicit approach from the cognitive perspective and also all the dimensions of the personality and intellectual, psychomotor, affective and motivational potential of the students, together with the environmental factors.  \nKey words: optical phenomena, creativity, experiments, environment  \n1. Introduction  \nA new approach of the pedagogy of creativity targets mainly the educational activities which promote collaborative relationships [1] of the educational dyad, which encourage students and promote the heuristic educational system.  \nRecent studies on the stimulation and development of the Romanian students` creativity in the field of the optical phenomena are particularly completed for the secondary school students [2-3] .  \nIn order to confirm or refute the achievement of specific skills in the school curriculum [4] – for example, knowledge and skills acquired by the students working with theoretical and practical concepts of \"Geometrical Optics\" [4] -we used certain evaluation items whose aim was not only to incite the ninth graders in the study of the optical phenomena (reflection of light, refraction of light, dispersion of light) but also to educate their creativity. Therefore, we considered a careful and accurate planning of the teaching process in accordance with the enforced educational provisions [5] . A particular emphasis has been given to the process of creative teaching-learning-assessment since the creative approach represents the expression of the synergy between the two cerebral hemispheres, one resorting to reason, the other to synthesis [3] .  \nWe proposed to approach the optical phenomena which are based on the concept of the beam of light from a perspective that can significantly contribute to the students` development of a concrete and coherent creative spirit by [6]:  \n􀁸 Creating a permissive, stress free, open to innovation environment;  \n􀁸 Permanent stimulation of the students` critical thinking;  \n􀁸 Encouraging the students` personal reflection;  \n􀁸 Encouraging the students to ask questions/to ask themselves questions;  \n􀁸 Encouraging the students to make predictions;  \n􀁸 Encouraging the students to achieve ideal/material models;  \n􀁸 Encouraging the students to work with the models they have created/to change models/to use the models;  \n􀁸 Involving the students in doing various types of exercises;  \n􀁸 Encouraging the students to formulate problems and to to problematize;  \n􀁸 Involving the students in developing syntheses;  \n􀁸 Determining the students to develop various intellectual and material products;  \n􀁸 Stimulating the students to solve problems in several variants;  \n􀁸 Involving the students in curricular and extracurricular activities;  \n􀁸 Rewarding the students` ideas and actions.  \n2. Methods of stimulating creativity by group working  \nThe following part of our study focuses on the main methods of stimulating the students` creativity by group working, which we consider relevant to teaching and learning the optical phenomena.  \nOur major concern was the exploitation of the students` basic knowledge, which contributed significantly to their acquisition of new information. The instructional methods we used to stimulate and","cbCaieBbILneI3FE","https://ap.wps.com/l/cbCaieBbILneI3FE","pdf",509419,"English","# Introduction\n## Methods of stimulating creativity by group working\n### Brainstorming","[{\"question\":\"What goal does the article set for studying students’ creativity in geometrical optics?\",\"answer\":\"The article aims to focus on operational aspects of teaching actions—strategies and modalities for defining educational objectives and competences—while cultivating creativity during learning of optical phenomena.\"},{\"question\":\"Which optical phenomena and experimental activities are emphasized?\",\"answer\":\"The study highlights reflection, refraction, and dispersion of light, using accessible and/or recyclable materials to run representative and functional experiments.\"},{\"question\":\"Which group-work methods are used to stimulate creativity?\",\"answer\":\"The article lists Brainstorming, Brainwriting, Philips 6-6, and Synetics as instructional methods to stimulate and activate group work and students’ generative thinking.\"}]","METHODS OF STIMULATING THE STUDENTS` CREATIVITY IN THE STUDY OF GEOMETRICAL OPTICS - Educational strategies | PDF",1792065688]