Thinking Skills and Creativity最新文献

School climate and students’ attitudes toward creativity 学校氛围与学生对创造力的态度

IF 3.7 2区教育学

Thinking Skills and Creativity Pub Date : 2025-05-27 DOI: 10.1016/j.tsc.2025.101880

Jessica D. Hoffmann , Zorana Ivcevic , Ruth Castillo Gualda

引用次数: 0

Effects of daily creative writing practice at school on the cognitive development of children from disadvantaged socio-economic backgrounds 学校日常创意写作训练对弱势社会经济背景儿童认知发展的影响

IF 3.7 2区教育学

Thinking Skills and Creativity Pub Date : 2025-05-27 DOI: 10.1016/j.tsc.2025.101881

Cédric Hubert , Nathalie Bonnardel , Aline Frey

{"title":"Effects of daily creative writing practice at school on the cognitive development of children from disadvantaged socio-economic backgrounds","authors":"Cédric Hubert , Nathalie Bonnardel , Aline Frey","doi":"10.1016/j.tsc.2025.101881","DOIUrl":"10.1016/j.tsc.2025.101881","url":null,"abstract":"<div><div>Creativity has become an essential skill in our complex, globalized and digital society. The question is whether it is possible to develop this skill at school. The aim of the present study was to analyze the effects of daily 20-minute creative writing workshops for primary school children, from low socio-economic backgrounds, on the development of their creative thinking skills and other more general skills. This longitudinal experiment involved a total of 161 participants in grades 2 to 5, who were assigned each year to either a creative writing group, a choral singing group, or a passive control group that did not participate in either workshop. Students were assessed at the beginning and end of each year on a range of creative, language and graphomotor skills, as well as on five personality traits. Results showed a significant advantage for the creative writing group in the development of verbal divergent thinking, imagination and emotional stability than the other groups, as well as an improvement in their verbal fluency. Spelling and graphomotor skills were not improved. These results highlight the fact that creativity may be a skill that can be trained at school, at least in a modality-specific way (in this case, verbal). Additionally, this improvement in creativity could transfer to other, more general skills. Overall, this study has the great advantage of showing, in the context of a longitudinal ecological study, the concrete benefits of training in creative writing, which seems promising for the future development of creativity at school.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"58 ","pages":"Article 101881"},"PeriodicalIF":3.7,"publicationDate":"2025-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144195814","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The development of a conceptual framework for embedding creativity in schools 在学校中嵌入创造力的概念框架的发展

IF 3.7 2区教育学

Thinking Skills and Creativity Pub Date : 2025-05-25 DOI: 10.1016/j.tsc.2025.101874

Bill Lucas

{"title":"The development of a conceptual framework for embedding creativity in schools","authors":"Bill Lucas","doi":"10.1016/j.tsc.2025.101874","DOIUrl":"10.1016/j.tsc.2025.101874","url":null,"abstract":"<div><div>Creativity and creative thinking are increasingly being cultivated in schools across the world. But while there is a growing evidence base with regard to, for example, curriculum, culture and pedagogy, our understanding of the leadership of creativity is still in its infancy. The lack of research in this area arises from a number of factors including the relative novelty of the field, the continued existence of unhelpful myths about creativity, the lack of consensus about school-based models of creativity and the complexity of evaluating interventions which have many different components and are almost impossible to compare because of their differences.</div><div>Drawing on two decades of collaboration with schools and system leaders in Australia and England, this paper presents a conceptual framework for school leaders wishing to embed creativity. 12 dimensions of progress are described, each illustrated with a combination of evidence and practices. Two overarching concepts are suggested as the byproducts of any serious attempt to prioritise creativity in schools - a rethinking of the purpose of school and a re-examining of the role of learners.</div><div>The draft framework is offered as a stimulus to all policy makers, researchers and practitioners in this emerging field.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"58 ","pages":"Article 101874"},"PeriodicalIF":3.7,"publicationDate":"2025-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144184864","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Porcelain doll or fox? The creative outlook and practices of older poetry writers 瓷娃娃还是狐狸？老一辈诗人的创作观念与实践

IF 3.7 2区教育学

Thinking Skills and Creativity Pub Date : 2025-05-22 DOI: 10.1016/j.tsc.2025.101877

Edwin Creely, Jane Southcott

{"title":"Porcelain doll or fox? The creative outlook and practices of older poetry writers","authors":"Edwin Creely, Jane Southcott","doi":"10.1016/j.tsc.2025.101877","DOIUrl":"10.1016/j.tsc.2025.101877","url":null,"abstract":"<div><div>This article contributes to the growing interest in academic literature regarding the creative practices of older adults, with a particular focus on the creative poetry writing of older poets. Our qualitative research is framed within existing perceptions about creativity in later life, challenging stereotypes and highlighting the potential for creative growth and expression in older age. The study was conducted within a University of the Third Age (U3A) group in Melbourne, Australia, providing a unique opportunity to understand creative practices directly within an established poetry class. In this study we used reflective post-class data from participants. We analysed the data using Csikszentmihalyi’s concepts of creative action, <em>flow</em>, and the individual’s role within systemic constraints and freedoms. Our findings challenge a common narrative that associates ageing with decline in general and in creativity. Instead, we demonstrate that older adults possess a remarkable capacity for creative writing and poetic expression. Far from diminishing, creativity in older adults is enriched by life experiences, emotional depth, and a profound understanding of life’s complexities. These results contribute to a strengths-based discourse on ageing, suggesting that later life can be a time of creative flourishing. This study contributes to the literature on self-perceptions of creativity amongst older poets and encourages a re-evaluation of societal perceptions of ageing and creativity.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"58 ","pages":"Article 101877"},"PeriodicalIF":3.7,"publicationDate":"2025-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144146853","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Perceptions of primary and secondary school students towards the concept of social robots 中小学生对社交机器人概念的看法

IF 3.7 2区教育学

Thinking Skills and Creativity Pub Date : 2025-05-16 DOI: 10.1016/j.tsc.2025.101872

Hasan Gökçe, Zeliha Gökçe, Ahmet Metin, Ishak Afsin Kariper

{"title":"Perceptions of primary and secondary school students towards the concept of social robots","authors":"Hasan Gökçe, Zeliha Gökçe, Ahmet Metin, Ishak Afsin Kariper","doi":"10.1016/j.tsc.2025.101872","DOIUrl":"10.1016/j.tsc.2025.101872","url":null,"abstract":"<div><div>Social robots are developed to interact with humans and assist people with various issues. This study aims to determine the perceptions of primary and secondary school students toward the concept of the social robot. The study was conducted with 166 primary and secondary school students in K-12 schools using the case study design, one of the qualitative research methods. In addition, among 166 students, 18 volunteers participated in a second study. The data collection tool used in the research consisted of open-ended questions. Participants were first asked to draw the robot, and then some questions were posed. The questionnaire was applied to the participants face-to-face, and the data obtained from the survey questions were analyzed using content analysis. The research findings were explained with direct quotations from the participants' views and the pictures they drew. The study concluded that social robots could support students psychologically and physically and can be used for purposes other than assistance. Moreover, all participants recognized the facial expressions of social robots. Based on these results, studies should be conducted on adding affective behaviors to social robots and taking precautions against their misuse.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"57 ","pages":"Article 101872"},"PeriodicalIF":3.7,"publicationDate":"2025-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144116888","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Fostering adolescent creativity through blended learning: Matching cognitive style with training strategy 通过混合式学习培养青少年的创造力：将认知风格与训练策略相匹配

IF 3.7 2区教育学

Thinking Skills and Creativity Pub Date : 2025-05-15 DOI: 10.1016/j.tsc.2025.101871

Xiaojing Gu , Peiqi Shi , Shihui Zhao , Hao Zhang , Shan Li , Dandan Tong , Hao Liu

{"title":"Fostering adolescent creativity through blended learning: Matching cognitive style with training strategy","authors":"Xiaojing Gu , Peiqi Shi , Shihui Zhao , Hao Zhang , Shan Li , Dandan Tong , Hao Liu","doi":"10.1016/j.tsc.2025.101871","DOIUrl":"10.1016/j.tsc.2025.101871","url":null,"abstract":"<div><div>Creativity is an essential skill for adolescents to effectively deal with future uncertainties and complex challenges. This study investigated the effectiveness of training strategies tailored to different cognitive styles in a blended learning environment. A total of 123 fourth and fifth-grade students participated in the study and were classified as either field-dependent (FD) or field-independent (FI) cognitive style based on the Embedded Figures Test. They were then assigned to either an active or passive engagement group, where they received online instruction on ten creativity training techniques, followed by classroom-based practice. Results indicated that for the AUT, FD participants showed significantly higher flexibility and originality under passive engagement, while no differences were observed for FI participants. In the creative imagination task, FD participants demonstrated greater flexibility and originality with active engagement, while FI participants showed higher scores on both indices with passive engagement. FI participants also generated more useful ideas in the scientific design task under passive engagement and demonstrated greater openness in the drawing task under active engagement. No interaction effects emerged for the RAT and the creative self-efficacy. These findings underscore the importance of adapting training strategies to individual cognitive styles to foster adolescent creativity in blended learning environments.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"58 ","pages":"Article 101871"},"PeriodicalIF":3.7,"publicationDate":"2025-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144138705","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Large language models show both individual and collective creativity comparable to humans 大型语言模型显示出与人类相当的个人和集体创造力

IF 3.7 2区教育学

Thinking Skills and Creativity Pub Date : 2025-05-14 DOI: 10.1016/j.tsc.2025.101870

Luning Sun , Yuzhuo Yuan , Yuan Yao , Yanyan Li , Hao Zhang , Xing Xie , Xiting Wang , Fang Luo , David Stillwell

引用次数: 0

The influence of preschool teachers’ critical thinking attitude on their perceived ease of understanding and integrating, and attitude toward implementation of a new curriculum 幼儿教师批判性思维态度对新课程实施态度的影响

IF 3.7 2区教育学

Thinking Skills and Creativity Pub Date : 2025-05-13 DOI: 10.1016/j.tsc.2025.101868

Ming-Yue Lin , Jon-Chao Hong , Ta-Joung Chin , Nanxi Chen

{"title":"The influence of preschool teachers’ critical thinking attitude on their perceived ease of understanding and integrating, and attitude toward implementation of a new curriculum","authors":"Ming-Yue Lin , Jon-Chao Hong , Ta-Joung Chin , Nanxi Chen","doi":"10.1016/j.tsc.2025.101868","DOIUrl":"10.1016/j.tsc.2025.101868","url":null,"abstract":"<div><div>The implementation of new curriculum outlines brings advancements in education, but also disrupts teachers’ habitual work patterns. Enhancing curriculum acceptance among educational personnel remains a critical challenge. To address this issue, the present study explored the relationships between critical thinking attitude (CT attitude), perceived ease of understanding (PEU), perceived ease of integrating (PEI), and attitude toward implementation (ATI) of new curriculum outlines. Data were collected from 256 preschool teachers who had experience using Taiwan’s new curriculum outline in their teaching. After structural equation modeling, the results indicated that CT attitude was positively related to both PEU and PEI; PEI was positively related to ATI; and CT attitude was positively related to ATI, mediated by PEU and PEI. Additionally, the predictive power of PEU was greater than that of PEI in relation to ATI. The results suggest that the key to adopting new curriculum reform is teachers’ CT attitude.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"57 ","pages":"Article 101868"},"PeriodicalIF":3.7,"publicationDate":"2025-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144089270","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A systematic review of factors influencing K-12 teachers’ creative teaching across different forms: An ecological perspective 不同形式的中小学教师创造性教学影响因素的系统评价：生态学视角

IF 3.7 2区教育学

Thinking Skills and Creativity Pub Date : 2025-05-13 DOI: 10.1016/j.tsc.2025.101869

Xuanyang Yang , Jin Shen , David H Cropley , Yonghe Zheng

引用次数: 0

An exploratory case study of Chinese college students’ critical thinking skills through interactive independent courses: evidence from behavioral and brain imaging 交互式独立课程对中国大学生批判性思维能力的探索性案例研究：来自行为和脑成像的证据

IF 3.7 2区教育学

Thinking Skills and Creativity Pub Date : 2025-05-13 DOI: 10.1016/j.tsc.2025.101867

Yan Zhang , Wen Guo , Binbin Ji , Hui Shi

{"title":"An exploratory case study of Chinese college students’ critical thinking skills through interactive independent courses: evidence from behavioral and brain imaging","authors":"Yan Zhang , Wen Guo , Binbin Ji , Hui Shi","doi":"10.1016/j.tsc.2025.101867","DOIUrl":"10.1016/j.tsc.2025.101867","url":null,"abstract":"<div><div>In higher education, critical thinking is crucial, particularly in light of digital technology and globalization. Over the past few years, the interactive approach has been increasingly integrated into critical thinking instruction in Chinese higher education. However, it remains unclear how this approach affects Chinese college students’ critical thinking skills and the underlying neural mechanisms. The purpose of this research is to explore the effects of interactive independent courses on critical thinking skills and their neural correlates using functional near-infrared spectroscopy (fNIRS). A course of eight modules spanning eight weeks in total was designed to integrate interactive teaching into independent critical thinking courses for Chinese college students. Multimodal data sources of critical thinking skill tests and brain connectivity were employed to investigate the development of cognitive components of 147 college students’ critical thinking. Results showed that emphasizing classroom interaction was significantly associated with improvements in critical thinking abilities of Chinese college students in an independent critical thinking course. Furthermore, the functional connectivity during the stereotyped critique experimental task was strengthened after the courses. This study provides empirical evidence and practical recommendations for critical thinking education among college students in China.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"57 ","pages":"Article 101867"},"PeriodicalIF":3.7,"publicationDate":"2025-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144105244","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0