In the article we argue that the creation of positive contexts that promote the academic development and the creativity carries the favor of the significant construction of knowledge, the deployment of the learning self regulated, the increase of the personal motivation and the process development of distributed and collaborative cognition in the university students considered as expert futures of academic particular domains. A characteristic of the academic development of top level is the contribution in creative explanations. In the article we describe the conceptual aspects referred to the academic development, to the construction of academic knowledge, to the learning self regulated, to the motivation and to the distributed cognition; we mention five aims of the investigation realized with 172 students of careers of education of the Facultad de Ciencias Humanas, of Universidad Nacional de Río Cuarto (Provincia de Córdoba, Argentina); let's sense beforehand the methodology of investigation of Study of design and both implemented studies, in which information was gathered by qualitative instruments - tasks, observations of classes and protocols of self report - and in addition a quantitative information joined - consisting of the academic performance of the students in the modular and final exams; we comment on the principal results and the analyses that we effect of the Study 1 and of the Study 2 linked to the cognitive factors and metacognitions, to the factors motivationals and affective, to the social dimensions of the learning and to the features of the powerful contexts for the learning in the university; we count orientations to create contexts that promote the academic development and the creativity; and we close the writing with the final considerations.
Garello, M.V. y Rinaudo, M.C. (2012). Rasgos del Contexto para la Promoción del Desarrollo Académico y la Creatividad. Estudio de Diseño con Estudiantes Universitarios. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 10 (2), pp. 159-179.
http://www.rinace.net/reice/numeros/arts/vol10num1/art11.pdf. Cited (Date).