Little research has been done to explore creativity in the classroom environment. The present study investigated the effects of three classroom settings (formal, intermediate, and informal) on the creative production of college students. Ninety students were tested using Sternberg and Lubart's (1995) Creativity Assessments both before and after participation in a teaching session. No significant changes were found between classes mean creativity scores after the experimental session. In the intermediate classroom, there was a significant decrease in scores before and after the session; however, in the other two classrooms, formal and informal, there was no significant change found.



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