Thinking Skills and Creativity最新文献

Computer programming MOOC for young technology creators: Developmental research 面向年轻技术创造者的计算机编程MOOC：发展研究

IF 4.5 2区教育学

Thinking Skills and Creativity Pub Date : 2025-09-09 DOI: 10.1016/j.tsc.2025.102002

Marina Lepp, Piret Luik, Tauno Palts

{"title":"Computer programming MOOC for young technology creators: Developmental research","authors":"Marina Lepp, Piret Luik, Tauno Palts","doi":"10.1016/j.tsc.2025.102002","DOIUrl":"10.1016/j.tsc.2025.102002","url":null,"abstract":"<div><div>In modern society, programming has become a valuable skill for everyone. However, a shortage of computer science teachers in schools limits students’ opportunities to develop these skills. To address this gap, developing computer programming MOOCs can be a scalable solution, enabling students to transition from technology users to creators. This paper aims to analyze, describe, and evaluate the development process of the computer programming MOOC “From Technology Consumer to Creator” (TCC) for youths, highlighting its potential to mitigate the shortage of computer science education opportunities. Developmental research design is used to research the TCC course development process. Stages of the ADDIE model (Analyze, Design, Development, Implementation, Evaluation) are used to describe the process. 1386 students from more than half of the secondary-level schools in Estonia participated in the course, and more than 40 % of participants finished the course successfully. Results show that both learners and mentors were satisfied with the topics and course materials and found the course to be useful, interesting, and feasible. Human support from mentors and organizers is more valuable to adolescents than machine support, such as automated feedback. Overall, the TCC course is a good example of an introductory programming MOOC for adolescents, where successful students can continue their studies at the university. The results of our study provide valuable insights for developing programming MOOCs with various engagement strategies for increasing course completion rates for young people, which can benefit other MOOC developers and instructors planning computer science courses for youths.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"59 ","pages":"Article 102002"},"PeriodicalIF":4.5,"publicationDate":"2025-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145049410","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

Comparing the Aha! experience to resilience in innovation performance predicted by creative self-efficacy 比较Aha！创新自我效能对创新绩效经验与弹性的预测

IF 4.5 2区教育学

Thinking Skills and Creativity Pub Date : 2025-09-05 DOI: 10.1016/j.tsc.2025.101992

Jon-Chao Hong , Kuen-Yi Lin , Ming-Wen Chang , Chung-Hao Chiang

{"title":"Comparing the Aha! experience to resilience in innovation performance predicted by creative self-efficacy","authors":"Jon-Chao Hong , Kuen-Yi Lin , Ming-Wen Chang , Chung-Hao Chiang","doi":"10.1016/j.tsc.2025.101992","DOIUrl":"10.1016/j.tsc.2025.101992","url":null,"abstract":"<div><div>According to regulatory focus theory, the Aha! experience and resilience represent two distinct psychological states that influence creative performance. However, limited research has explored how these states emerge and function in the context of youth innovation. To address this gap, the present study investigated participants in the Taiwan Youth Innovation Exhibition, an annual competition that selects top projects to advance to the International Exhibition for Young Inventors. The study examined how creative self-efficacy (CSE) predicts both the Aha! experience and resilience, and how these states mediate the relationship between CSE and innovation performance. Structural equation modelling (SEM) was conducted using data collected from student participants. Results indicated that all hypothesized relationships were supported: CSE positively predicted both the Aha! experience and resilience, and both in turn significantly predicted innovation performance. These findings suggest that encouraging students to cultivate Aha! moments and develop psychological resilience may enhance their creative outcomes in innovation-based competitions.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"59 ","pages":"Article 101992"},"PeriodicalIF":4.5,"publicationDate":"2025-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145026441","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

Research agendas and teaching emotions among academics: The mediating role of teaching efficacy 学者研究议程与教学情绪：教学效能感的中介作用

IF 4.5 2区教育学

Thinking Skills and Creativity Pub Date : 2025-09-04 DOI: 10.1016/j.tsc.2025.101991

Li-fang Zhang , Zhengli Xie , Mengting Li , Weiqiao Fan

{"title":"Research agendas and teaching emotions among academics: The mediating role of teaching efficacy","authors":"Li-fang Zhang , Zhengli Xie , Mengting Li , Weiqiao Fan","doi":"10.1016/j.tsc.2025.101991","DOIUrl":"10.1016/j.tsc.2025.101991","url":null,"abstract":"<div><div>Scholars have long debated the existence of the research-teaching nexus. Guided by the Job Demands-Resources model, the present study pioneered the investigation of the predictive power of academics’ research agendas for their emotions in teaching, considering the mediating role of academic self-efficacy (i.e., teaching efficacy and research efficacy). Participants were 332 academics from nine research-oriented comprehensive universities in mainland China. The participants responded to the <em>Multi-Dimensional Research Agendas Inventory-12</em>, the <em>Research-Teaching Efficacy Inventory-6</em>, and the <em>Emotions in Teaching Inventory-Revised-6</em>. Academics who were more deeply engaged in creative research agendas tended to report more positive emotions in teaching, whereas those more engaged in conventional research agendas tended to report more negative teaching emotions. These statistical predictive findings were obtained, with academics’ age, academic rank, gender, and academic discipline controlled for. Moreover, teaching efficacy provided a pathway from creative research agendas to both positive and negative teaching emotions. These findings unveiled intricate interconnections between academics’ research and teaching. The study has made theoretical contributions and it has practical implications for both academics and university senior managers in their respective efforts to promote positive teaching emotions through fostering creativity in research agendas and boosting teaching efficacy. Furthermore, the limitations of the study can provide guidance for future research directions.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"59 ","pages":"Article 101991"},"PeriodicalIF":4.5,"publicationDate":"2025-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145007629","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

Embedded entrepreneurship pedagogy: Six key practices for an entrepreneurial classroom 嵌入式创业教学法：创业课堂的六个关键实践

IF 4.5 2区教育学

Thinking Skills and Creativity Pub Date : 2025-09-04 DOI: 10.1016/j.tsc.2025.101993

Gregory R.L. Hadley

引用次数: 0

The integration of technology and education: An innovative research on the evaluation system of college students’ programming ability 科技与教育的融合：大学生编程能力评价体系的创新研究

IF 4.5 2区教育学

Thinking Skills and Creativity Pub Date : 2025-09-02 DOI: 10.1016/j.tsc.2025.101989

Dongxuan Wang , Zihan Xie , Dapeng Lian , Qingjiao Lu , Ning Li , Hongbo Yuan , Yaju Liu

{"title":"The integration of technology and education: An innovative research on the evaluation system of college students’ programming ability","authors":"Dongxuan Wang , Zihan Xie , Dapeng Lian , Qingjiao Lu , Ning Li , Hongbo Yuan , Yaju Liu","doi":"10.1016/j.tsc.2025.101989","DOIUrl":"10.1016/j.tsc.2025.101989","url":null,"abstract":"<div><div>The rapid development of artificial intelligence technology has made programming ability a core competency for college students. However, the existing single-indicator evaluation system struggles to accurately distinguish between different levels of ability, highlighting the urgent need for a scientific and multidimensional evaluation system. In this study, the AHP-TOPSIS method was adopted. Combined with the grades of programming-related courses and competition results, a multi-dimensional evaluation system for programming design ability was constructed, and a comprehensive score was given to 307 students. The results show that the weight of mathematical analysis ability is the highest (0.26), highlighting its core position in programming education. Furthermore, the comprehensive scores of students follow a normal distribution. 68 % of the students' scores are concentrated between 70 and 79 points, which can effectively distinguish students of different ability levels. Further analysis indicates that there is a strong positive correlation between course grades and competition grades (Pearson's <em>r</em> = 0.78), emphasizing the importance of a solid course foundation for the development of programming ability. Furthermore, there was no significant difference in the comprehensive score between genders (<em>p</em> = 0.22, Cohen's <em>d</em> = -0.15), indicating that programming education should focus on individual differences rather than gender. The evaluation system proposed in this paper not only provides scientific assessment tools for educational institutions, but also offers a basis for optimizing teaching strategies, improving teaching quality and the quality of talent cultivation, which is of great significance to the reform and innovation of computer education.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"59 ","pages":"Article 101989"},"PeriodicalIF":4.5,"publicationDate":"2025-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144996316","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

Exploring the synergy of social-individual enablers of creativity in science: A multidimensional study of fourth graders 探索科学创造力的社会-个人促进因素的协同作用：对四年级学生的多维研究

IF 4.5 2区教育学

Thinking Skills and Creativity Pub Date : 2025-09-01 DOI: 10.1016/j.tsc.2025.101988

Qimeng Liu , Tianxue Cui , Leifeng Xiao , Jian Liu

{"title":"Exploring the synergy of social-individual enablers of creativity in science: A multidimensional study of fourth graders","authors":"Qimeng Liu , Tianxue Cui , Leifeng Xiao , Jian Liu","doi":"10.1016/j.tsc.2025.101988","DOIUrl":"10.1016/j.tsc.2025.101988","url":null,"abstract":"<div><div>Creativity is a fundamental competency of the 21st century and its cultivation—particularly in science education—has attracted substantial interest. Indeed, enablers of creativity represent a dominant field in this regard. Based on “Confluence approaches”, the study chose 14,041 fourth graders from 309 primary schools from a city in the Central Region of China, all of which completed online questionnaires that looked into the individual enablers and social enablers of creativity in science. Results of the descriptive analysis of individual enablers showed that there was a decrease observed in students’ attitude toward science, interest in science, engagement in science learning, and career orientation toward science. While the LASSO and nomogram results indicated six common variables of social enablers including teachers’ concerns about students’ interests, individualized teaching, collaborative group teaching, the infrastructure of science, after-school service in science subjects, and parent engagement in daily life. These variables consistently emerged as pivotal when predicting the correlation between social and individual enablers of creativity in science. Teaching methods (individualized teaching, collaborative group teaching) were identified as the most influential social enablers on individual enablers of creativity in science. These findings provide valuable insight into what teachers, schools, and families should concentrate on to effectively support the expression and enhancement of student creativity in science.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"59 ","pages":"Article 101988"},"PeriodicalIF":4.5,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145049428","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

Differences in the collaborative knowledge construction process between high- and low-achievement groups in a collaborative concept mapping task: Evidence from multiple perspectives 概念映射任务中高、低成就群体知识构建过程的差异：多视角证据

IF 4.5 2区教育学

Thinking Skills and Creativity Pub Date : 2025-08-29 DOI: 10.1016/j.tsc.2025.101984

Si Zhang, Zihan Yin

{"title":"Differences in the collaborative knowledge construction process between high- and low-achievement groups in a collaborative concept mapping task: Evidence from multiple perspectives","authors":"Si Zhang, Zihan Yin","doi":"10.1016/j.tsc.2025.101984","DOIUrl":"10.1016/j.tsc.2025.101984","url":null,"abstract":"<div><div>Collaborative learning is important for assisting students in knowledge understanding and knowledge co-construction. Many studies use concept maps, a visualized tool, to aid in this process. It is crucial to look into the ways that groups of three or more people construct knowledge and to combine implicit physiological data with explicit data. In this study, we combined content analysis, ordered network analysis (ONA), and hyperscanning technology based on electroencephalograms (EEG) to analyze the data of 28 triads of high- and low-achievement groups that participated in collaborative concept mapping tasks. The frequency statistics showed that the low-achievement groups have significantly higher monitoring and adapting behavior frequencies at the individual level in the regulation dimension than the high-achievement groups. The ONA results further illustrated the sequence of knowledge transfer based on the frequency analysis. The cognitive patterns of high-achievement groups showed a cycle that began at the group level of cognition, moved to the peer level of cognition, then to the group level of regulation, and ultimately returned to the group level of cognition. The low-achievement groups' cognitive patterns also exhibited directionality, moving from the group level of regulation to the individual level of cognition and to the group level of cognition. From the implicit perspective, the theta band and temporal-parietal regions showed greater inter-brain synchrony in the high-achievement groups. Low-achievement groups, on the other hand, had comparatively lower synchrony. Their consensus was only superficial and concentrated on ensuring that everyone participated through regulation and thought integration to finish the task. Our study's findings can help teachers and instructional designers develop tailored interventions based on differences in learners' cognitive patterns during collaborative concept mapping tasks.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"59 ","pages":"Article 101984"},"PeriodicalIF":4.5,"publicationDate":"2025-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144926216","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

Measuring early engineering interest: A scale for kindergarteners 早期工程兴趣的测量：幼儿园儿童量表

IF 4.5 2区教育学

Thinking Skills and Creativity Pub Date : 2025-08-29 DOI: 10.1016/j.tsc.2025.101985

Tzu-Hua Wang , Hui Tian

引用次数: 0

Controversy as classroom catalyst: The effect of structured academic controversy on foreign language speaking anxiety 争议作为课堂催化剂：结构化学术争议对外语口语焦虑的影响

IF 4.5 2区教育学

Thinking Skills and Creativity Pub Date : 2025-08-29 DOI: 10.1016/j.tsc.2025.101987

Fatemeh Hedayati , Mostafa Morady Moghaddam , Yara Mirfendereski

{"title":"Controversy as classroom catalyst: The effect of structured academic controversy on foreign language speaking anxiety","authors":"Fatemeh Hedayati , Mostafa Morady Moghaddam , Yara Mirfendereski","doi":"10.1016/j.tsc.2025.101987","DOIUrl":"10.1016/j.tsc.2025.101987","url":null,"abstract":"<div><div>This research examines the effect of Structured Academic Controversy (SAC) on alleviating foreign language speaking anxiety among Iranian female intermediate to upper-intermediate EFL learners. In this study, a pretest-posttest experimental design was employed, which was implemented over three months. The participants were split into control and experiment groups. The experimental group performed SAC tasks via structured debates on controversial issues, while the control group performed traditional speaking practices. Data were collected using a standardized questionnaire regarding speaking anxiety, which was administered during the pre- and post-experiment phases. The results revealed that the SAC participants had significantly lower speaking anxiety and greater speaking confidence than the control group. The findings support the notion that SAC creates a safe and cooperative atmosphere that reduces anxiety, promotes engagement, and develops speaking ability. Furthermore, this study adds to the emerging research on innovative methods in language teaching practice and the notion that SAC not only enhances linguistic ability but also emotional autonomy and agency. The results have practical implications for teachers who are searching for an effective way to reduce communication apprehension of their foreign language learners in pursuit of more confident and competent speakers.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"59 ","pages":"Article 101987"},"PeriodicalIF":4.5,"publicationDate":"2025-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144989026","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

Individual vs peer support in the AI era: Investigating students’ cognitive dispositions in design education 人工智能时代的个体与同伴支持：调查学生在设计教育中的认知倾向

IF 4.5 2区教育学

Thinking Skills and Creativity Pub Date : 2025-08-28 DOI: 10.1016/j.tsc.2025.101986

Abdullahi Yusuf , Samia Mouas , Mohammad Hamad Al-khresheh , Azzeddine Boudouaia

{"title":"Individual vs peer support in the AI era: Investigating students’ cognitive dispositions in design education","authors":"Abdullahi Yusuf , Samia Mouas , Mohammad Hamad Al-khresheh , Azzeddine Boudouaia","doi":"10.1016/j.tsc.2025.101986","DOIUrl":"10.1016/j.tsc.2025.101986","url":null,"abstract":"<div><div>The newly introduced higher education curriculum focuses on skill-oriented instruction, encouraging students to engage in design-driven tasks. Despite the potential of the curriculum, its implementation faces challenges, particularly in integrating cost-effective pedagogical approaches to foster cognitive dispositions such as metacognition, creativity, and design thinking. This study investigates the effectiveness of peer and individual support mechanisms, alongside emerging AI technologies, in addressing these challenges. Specifically, it examines how these supports enhance students’ cognitive dispositions within the context of design education. The study adopts a quasi-experimental research design involving 142 undergraduate students enrolled in design-related courses. Participants are divided into groups receiving peer support, individual support, or a combination of these, with or without AI assistance. Data collection includes reflective journals, creative design tasks, and design artefacts, which are analysed using epistemic network analysis and MANOVA. Results show that peer support significantly enhances collaborative metacognitive strategies, creativity, and design thinking compared to individual support. The integration of AI provides additional support, with more potent effects in peer support groups. However, AI does not improve students' design thinking in either peer or individual support mechanisms. The findings demonstrate the potential of combining traditional support mechanisms with AI to enhance cognitive dispositions in design education and offer a scalable solution for addressing curriculum implementation challenges while equipping students with critical 21st-century skills.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"59 ","pages":"Article 101986"},"PeriodicalIF":4.5,"publicationDate":"2025-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144932756","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