Types of Polish language tasks shaping creative thinking in students from a psychodidactic perspective on the example of Złota Żabka and Złota Żaba competitions

Abstract

Aim. The aim of the research was to indicate/identify types of Polish language tasks which may support and develop creative thinking in students at the second and third level of education.
Methodology. Competition papers from Złota Żabka (competition dedicated for primary school students) and Złota Żaba (middle school edition) in the Polish language constitute the subject of the research. The sentences taken from the 1991-2016 competition papers were analyzed. The classifi cation of tasks from the competition papers was applied and used to identify types of Polish language tasks shaping creative
att itudes in students. In the research the fi ndings of Edward Nęcka, a researcher on creativity psychology, on intellectual processes constituting creative thinking (deduction, induction, transformation, metaphorisation, creation of associations, abstract thinking) were used.

Results: The analysis of the material has shown that there are a lot of tasks which shape and develop creative thinking in Złota Żabka and Złota Żaba competition papers. The authors of the competitions propose activities which motivate intellectual operations connected with creative thinking and take into account participants’ divergent thinking. The typology of tasks in Złota Żabka and Złota Żaba competition is assumed
to be partially also the typology of tasks shaping and developing creative attitudes in students.
Conclusions: Education plays a special role in shaping creative thinking which is a disposition that every human possesses at a certain level. Didactic activities (tasks motivating intellectual processes leading to creative thinking, taking into account divergent thinking, containing instructions which evoke positive att itude to the problem being solved) which are planned and thought over may support creative thinking in
adolescents.