A WAY TO AN AUTHENTIC, INTERACTIVE AND CREATIVE LEARNING
A WAY TO AN AUTHENTIC, INTERACTIVE AND CREATIVE LEARNING

Summary/Abstract: The school of the future intends to be the place where students would learn with pleasure, participating creatively in building their own knowledge. From this point of view, the teachers are the main factors involved in stimulating students to learn in a creative and interactive way. In this regard we propose a new concept, the interactive-creative learning, as an evolutionary process based on receptivity to the new experiences identified and resolved through exploration, deduction, analysis, synthesis, generalization, abstraction, concretization, focusing on achievement of the connections between meanings and requiring a deep intellectual involvement, psychomotor, affective and volitional. Thus the student discovers, imagines, builds and redefines the meanings, filtering them through the prism of his own personality and using higher mental processes of thought and creation. It occurs as a result of the individual and collective efforts, of the interaction between the educated and others, based on social exchanges in the achieving the new. Many studies demonstrate that learning is most effective when students are involved in this process. Training strategies that engage the students in learning stimulate the critical thinking increase the level of awareness and responsibility on their part. The interactivity is based on mutual relationships and refers to the process of active learning in which the student acts on information to transform it into a new, personal and interiorized one. In a constructivist sense, the one who learn re-builds new senses by exploring the educational environment, solving problems and/or applying the information acquired in new circumstances. The present study does not wish to tell you what you should do but to present what you can do to stimulate interactive-creative learning of students in the school: interactive teaching strategies, theater games and more.

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