Please use this identifier to cite or link to this item: http://hdl.handle.net/10397/23407
Title: Fostering creativity in students in the teaching of structural analysis
Authors: Teng, JG 
Song, CY
Yuan, XF
Issue Date: 2004
Publisher: Dublin Institute of Technology, Tempus Publications
Source: International journal of engineering education, 2004, v. 20, no. 1, p. 96-102 How to cite?
Journal: International journal of engineering education 
Abstract: The need to design structures for ever harsher environments, to greater heights and spans, with greater controllability and durability, and of greater economy and safety, calls for creative solutions by today's structural engineers. This paper examines the issue of fostering structural engineering creativity in students, which does not appear to have been discussed in the open literature. The paper begins with a brief discussion of creativity followed by an analysis of the design process as a creative process. This analysis identifies the deficiencies in the current approach of teaching structural analysis which emphasises the mastery of skills for quantitative analysis but neglects the development of structural insight and an ability for divergent thinking. A number of measures which may be able to rectify these deficiencies are then discussed. These include the imparting of qualitative-analysis skills in students, the use of structural paradoxes to develop problem-solving skills, and a stronger emphasis in teaching on links between structural forms and functional attributes and between different structural forms.
URI: http://hdl.handle.net/10397/23407
ISSN: 0949-149X
Appears in Collections:Journal/Magazine Article

Access
View full-text via PolyU eLinks SFX Query
Show full item record

SCOPUSTM   
Citations

3
Citations as of Sep 18, 2017

WEB OF SCIENCETM
Citations

4
Last Week
0
Last month
0
Citations as of Sep 16, 2017

Page view(s)

33
Last Week
1
Last month
Checked on Sep 18, 2017

Google ScholarTM

Check



Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.