Increasing accountability and high-stakes testing in K-12 educational institutions have resulted in fewer activities that promote creativity, a highly sought skill in the 21st century. Neuroscientific research may assist educators in increasing students' creativity levels while providing an engaging and comprehensive education across all curricular areas. The purpose of this quasi-experimental quantitative study was to examine whether brain/mind learning environments increase students' creativity levels in contrast to non-brain/mind learning environments. The brain/mind learning theory, a constructivist approach to instruction offering a high challenge, low threat environment, was employed in an experimental group of 4th grade students from Southeast Michigan (n = 18). A 2nd group of 4th grade students from the same public elementary school served as the control (n = 18). An ANCOVA was used to conduct a secondary analysis of pre- and post-test scores for the Torrance Tests of Creative Thinking. The results of this study showed no statistically significant evidence indicating brain/mind learning environments increase creativity scores more than non-brain/mind learning environments; however both groups' creativity scores did improve, suggesting a need for future studies to investigate students' creativity levels and the application of research from the neurosciences in education. Implications for social change include opportunities for professional development that address students' declining creativity scores and examine the potential benefit of neuroscientific research. Such professional development offerings will provide unique methods of instruction, ones that embrace a transformative educational environment and empower students to become active citizens in a global society.
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