A dual-state model of creative cognition for supporting strategies that foster creativity in the classroom

The generative thought processes that give rise to original ideas appear to be very different to those analytical thought processes required to refine them. Thus, design and technology provides a unique challenge to the teacher, since he/she must be able to support and encourage both types of thinking in the classroom. A review of the psychological and educational literature suggests an integrated 2-process model of thinking can be applied to provide a clearer indication of when and how different teaching strategies may be effective. Such a model reconciles apparent contradictions in the literature, offers a better understanding of the pragmatic strategies already used by teachers and helps suggest new strategies.