Thinking Skills and Creativity最新文献

Extracting the actions of contextual understanding in STEAM research: Direction for STEAM course design

IF 3.7 2区教育学

Thinking Skills and Creativity Pub Date : 2025-01-30 DOI: 10.1016/j.tsc.2025.101770

Chia-Yu Liu , Chao-Jung Wu

{"title":"Extracting the actions of contextual understanding in STEAM research: Direction for STEAM course design","authors":"Chia-Yu Liu , Chao-Jung Wu","doi":"10.1016/j.tsc.2025.101770","DOIUrl":"10.1016/j.tsc.2025.101770","url":null,"abstract":"<div><div>The arts could be a catalyst to engage students in science, technology, engineering, and mathematics (STEM) education. Combining science, technology, engineering, art, and mathematics (STEAM) is more likely to help students comprehend how scientific knowledge and practices relate to the problems they encounter daily. By encouraging students’ reflections on the sociocultural environment, other people's perspectives, and science history through STEM instruction, “contextual understanding” refers to the most distinctive meaning of art that can highlight the distinctiveness of each context. However, as the meaning of contextual understanding is fairly abstract and concrete actions that learners must display when engaging in STEAM activities have not been defined, it is difficult to provide directions for designing STEAM courses. Thus, we aimed to validate a coding scheme that included four concrete actions of contextual understanding: identification, analysis, moral response, and exhibition. Eleven STEAM researchers participated in the semi-structured interviews. The coding scheme was validated by revealing a fairly similar pattern. Most STEAM researchers concentrated on identifying students in their personal and community histories, fostering their analysis skills, particularly clarifying context by perspective-taking, and letting them demonstrate their learning through explanatory exhibitions in scientific and historical ways; only one researcher instructed students to reflect on ethics.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"56 ","pages":"Article 101770"},"PeriodicalIF":3.7,"publicationDate":"2025-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143103818","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

Effect of training programs on the creativity of university students: A multi-level meta-analysis

IF 3.7 2区教育学

Thinking Skills and Creativity Pub Date : 2025-01-27 DOI: 10.1016/j.tsc.2025.101779

Huifen Guo , Zhen Zhou , Fengqi Ma

{"title":"Effect of training programs on the creativity of university students: A multi-level meta-analysis","authors":"Huifen Guo , Zhen Zhou , Fengqi Ma","doi":"10.1016/j.tsc.2025.101779","DOIUrl":"10.1016/j.tsc.2025.101779","url":null,"abstract":"<div><div>In today's fast-paced and technology-driven world, creativity is crucial for individuals and institutions. However, studies on the methods employed for cultivating creativity through training programs and the magnitude of their impact are limited. This study conducted a meta-analysis to comprehensively elucidate the influence of training initiatives on enhancing higher education students’ creativity across various domains. Additionally, the effects of pivotal moderators within these training programs were examined. A comprehensive meta-analysis, encompassing 29 empirical studies published between 2000 and 2024 and 109 effect sizes, and moderation analyzes focused on various key variables were conducted. The findings indicated that creativity training programs could effectively cultivate diverse facets of students’ creativity, including creative thinking, graphic creativity, verbal creativity, word creativity, emotional creativity, and problem-solving. Overall, the results revealed a medium yet statistically significant impact of training programs on the creativity of university students (Hedges’ g = 0.628, <em>p</em> = 0.000 < 0.01). These findings offer valuable insights for educators and policymakers in formulating curricula and interventions aimed at fostering students’ creativity.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"56 ","pages":"Article 101779"},"PeriodicalIF":3.7,"publicationDate":"2025-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143103813","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

Validating the Second Language Teaching for Creativity Scale (L2TCS) and applying it to identify Chinese college L2 teachers’ latent profiles

IF 3.7 2区教育学

Thinking Skills and Creativity Pub Date : 2025-01-27 DOI: 10.1016/j.tsc.2025.101781

Hanwei Wu, Yonghong Zeng

{"title":"Validating the Second Language Teaching for Creativity Scale (L2TCS) and applying it to identify Chinese college L2 teachers’ latent profiles","authors":"Hanwei Wu, Yonghong Zeng","doi":"10.1016/j.tsc.2025.101781","DOIUrl":"10.1016/j.tsc.2025.101781","url":null,"abstract":"<div><div>Given the role of creativity in personal growth and societal advancement, fostering creativity among students, specifically through Teaching for Creativity (TfC), is crucial in educational settings. The second language (L2) classroom stands out as an ideal environment for nurturing creativity due to its exposure to diverse cultural contexts. However, there exists no specific scale designed to assess TfC in the L2 context. To bridge this gap, <strong>Study 1</strong> focuses on developing the Second Language Teaching for Creativity Scale (L2TCS) and evaluating its psychometric properties among Chinese college L2 teachers. Our scale development process involved two separate samples. In Sample 1 (<em>n</em> = 362), exploratory factor analysis (EFA) revealed an 18-item L2TCS, comprising three factors: Creativity Ability (CA), Creativity Value (CV), and Creativity Belief (CB), explaining 77.06 % of the total variance. In Sample 2 (<em>n</em> = 328), confirmatory factor analysis (CFA) confirmed the scale's adequate model fit. Moreover, the L2TCS showed satisfactory convergent, discriminant, and criterion validity, and reliability. These findings affirm the L2TCS as an effective tool for evaluating L2 teachers’ TfC. <strong>Study 2</strong> utilized this scale to identify latent profiles of Chinese college L2 teachers’ TfC (<em>n</em> = 691) using Latent Profile Analysis (LPA). Four distinct profiles emerged: high CA-high CV-high CB (C1: 29.4 %), moderate CA-high CV-low CB (C2: 5.2 %), moderate CA-moderate CV-moderate CB (C3: 19.2 %), and moderate CA-high CV-moderate CB (C4: 48.2 %). This study also discusses the theoretical and pedagogical implications and suggests directions for future research.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"56 ","pages":"Article 101781"},"PeriodicalIF":3.7,"publicationDate":"2025-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143103810","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 framework for collaborating a Large Language Model tool in brainstorming for triggering creative thoughts

IF 3.7 2区教育学

Thinking Skills and Creativity Pub Date : 2025-01-27 DOI: 10.1016/j.tsc.2025.101755

Hung-Fu Chang , Tong Li

{"title":"A framework for collaborating a Large Language Model tool in brainstorming for triggering creative thoughts","authors":"Hung-Fu Chang , Tong Li","doi":"10.1016/j.tsc.2025.101755","DOIUrl":"10.1016/j.tsc.2025.101755","url":null,"abstract":"<div><div>Creativity involves not only generating new ideas from scratch but also redefining existing concepts and synthesizing previous insights. Among various techniques developed to foster creative thinking, brainstorming is widely used. With recent advancements in Large Language Models (LLMs), tools like ChatGPT have significantly impacted various fields by using prompts to facilitate complex tasks. While current research primarily focuses on generating accurate responses, there is a need to explore how prompt engineering can enhance creativity, particularly in brainstorming. Therefore, this study addresses this gap by proposing a framework called GPS, which employs goals, prompts, and strategies to guide designers to systematically work with an LLM tool for improving the creativity of ideas generated during brainstorming. Additionally, we evaluated the ideas generated with AI using fluency, flexibility, originality, and elaboration — four creativity assessment dimensions from Torrance Tests of Creative Thinking. Our framework, tested through a design example and a case study, demonstrates its effectiveness in stimulating creativity and its seamless LLM tool integration into design practices. The results indicate that our framework can benefit brainstorming sessions with LLM tools, enhancing both the creativity and usefulness of generated ideas.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"56 ","pages":"Article 101755"},"PeriodicalIF":3.7,"publicationDate":"2025-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143378486","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

Developing an innovative design model for Xinjiang brocades based on design thinking

IF 3.7 2区教育学

Thinking Skills and Creativity Pub Date : 2025-01-27 DOI: 10.1016/j.tsc.2025.101780

Yu Zhao , Zhou Li , Wenliang Li , Zirui Huang

{"title":"Developing an innovative design model for Xinjiang brocades based on design thinking","authors":"Yu Zhao , Zhou Li , Wenliang Li , Zirui Huang","doi":"10.1016/j.tsc.2025.101780","DOIUrl":"10.1016/j.tsc.2025.101780","url":null,"abstract":"<div><div>The Xinjiang brocade as a significant cultural textile records the historical and cultural information. Public awareness of this cultural heritage often involves related product development efforts. However, the current development of Xinjiang brocades faces challenges, including insufficient refinement of design elements and a lack of sustainable innovation methods. To address these issues, this study proposed a Xinjiang Brocade Innovative Design Model by applying design thinking (DT). The DT process for the Xinjiang Brocade Innovative Design Model was first constructed in terms of applying Action Design Research (ADR). In addition, primary issues of Xinjiang Brocade Innovative Design were identified by applying Empathize Map and Delphi Method. The prototype for Xinjiang Brocade Innovative Design was then obtained through brainstorming, Adobe Experience Design, and so on. Moreover, the application of this Xinjiang Brocade Innovative Design Model was conducted with developing a Xinjiang brocade innovative design system, and it was validated. The results show the effectiveness of the Xinjiang Brocade Innovative Design Model, which not only organizes the knowledge and product information of existing Xinjiang brocades but also facilitates innovative customization, thereby enhancing user satisfaction.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"56 ","pages":"Article 101780"},"PeriodicalIF":3.7,"publicationDate":"2025-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143103811","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

Effectiveness of online project-based learning on Chinese EFL learners’ critical thinking skills and reading comprehension ability

IF 3.7 2区教育学

Thinking Skills and Creativity Pub Date : 2025-01-26 DOI: 10.1016/j.tsc.2025.101778

Xinke Song , Abu Bakar Razali , Tajularipin Sulaiman , Joanna Joseph Jeyaraj

{"title":"Effectiveness of online project-based learning on Chinese EFL learners’ critical thinking skills and reading comprehension ability","authors":"Xinke Song , Abu Bakar Razali , Tajularipin Sulaiman , Joanna Joseph Jeyaraj","doi":"10.1016/j.tsc.2025.101778","DOIUrl":"10.1016/j.tsc.2025.101778","url":null,"abstract":"<div><div>Critical thinking skills (CTS) and reading comprehension ability (RCA) are crucial for academic success among English as a Foreign Language (EFL) learners. However, many Chinese college EFL learners face challenges in developing these skills due to traditional instructional methods that prioritize teacher-centered learning and rote memorization. Grounded in sociocultural theory (SCT) and Critical Thinking Framework, this study investigates the effectiveness of an online Project-Based Learning (PBL) approach integrated with critical thinking (hereafter referred to as “online PBL”) in enhancing CTS and RCA among Chinese college EFL learners. A pilot study was conducted to evaluate the feasibility of the PBL teaching steps and the reliability of the measurement instruments. Following this, an 11-week quasi-experiment was implemented. The experimental group participated in online PBL, emphasizing student-driven projects, problem-solving, and the explicit application of CTS. In contrast, the comparison group followed the traditional Presentation-Practice-Production (PPP) method, which focuses on structured, teacher-led presentations and practice. Pre- and post-tests using the International Critical Thinking Reading and Writing Test (ICTRWT) were employed to assess learners’ CTS and RCA. Data analysis through multivariate repeated measures ANOVA indicated statistically significant improvements in the experimental group’s CTS and RCA compared to the comparison group, with moderate to large effect sizes. These findings support the effectiveness of integrating online tools with critical thinking and PBL methodologies in EFL contexts, although the study is limited by its small sample size and single post-test assessment.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"56 ","pages":"Article 101778"},"PeriodicalIF":3.7,"publicationDate":"2025-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143172261","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 effectiveness of CPS+SCAMPER teaching mode and strategies on student creativity

IF 3.7 2区教育学

Thinking Skills and Creativity Pub Date : 2025-01-24 DOI: 10.1016/j.tsc.2025.101758

Na Xia , Syarmila Hany Haron , Yue Huang , Rui Niu

{"title":"The effectiveness of CPS+SCAMPER teaching mode and strategies on student creativity","authors":"Na Xia , Syarmila Hany Haron , Yue Huang , Rui Niu","doi":"10.1016/j.tsc.2025.101758","DOIUrl":"10.1016/j.tsc.2025.101758","url":null,"abstract":"<div><div>This study explores the integration of the Creative Problem-Solving (CPS) model with the SCAMPER strategy (Substitute, Combine, Adapt, Modify, Put to Other Uses, Eliminate, Rearrange/Reverse) within the context of architectural interior design education. Seventy third-year interior design students aged 20 to 22 participated in a seven-week experimental program. The research meticulously detailed the application methods of the CPS+SCAMPER teaching model, emphasizing the comprehensive process from the inception of creative ideas to their final execution. Data collected through quantitative and qualitative research methods revealed that, compared to the control group, the experimental group exhibited remarkable improvements across four critical indicators of creativity: fluency, flexibility, originality, and elaboration. Moreover, the experimental group demonstrated notably higher enhancements in creative process evaluations and creative trait motivation assessments. The findings underscore that the combined CPS+SCAMPER teaching model and strategies significantly bolster students' design innovation capabilities and motivation. This integrated approach establishes a practical pedagogical framework for interior design education. It offers remarkable flexibility and inclusiveness, making it applicable to various design and non-design disciplines.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"56 ","pages":"Article 101758"},"PeriodicalIF":3.7,"publicationDate":"2025-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143172262","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Exploring creative problem-solving in computer-supported collaborative learning: Focusing on group cohesiveness and socially shared metacognitive regulation

IF 3.7 2区教育学

Thinking Skills and Creativity Pub Date : 2025-01-23 DOI: 10.1016/j.tsc.2025.101771

Yoonhee Shin , Haengkyung Lee , Wooyoung Kim

{"title":"Exploring creative problem-solving in computer-supported collaborative learning: Focusing on group cohesiveness and socially shared metacognitive regulation","authors":"Yoonhee Shin , Haengkyung Lee , Wooyoung Kim","doi":"10.1016/j.tsc.2025.101771","DOIUrl":"10.1016/j.tsc.2025.101771","url":null,"abstract":"<div><div>This study investigated the creative problem-solving (CPS) process in computer-supported collaborative learning (CSCL), examining its relationship with CPS skills and interaction patterns, with a particular focus on group cohesiveness and socially shared metacognitive regulation (SSMR). The research sought to determine how group cohesiveness within Design Thinking (DT) phases influences CPS skills and to identify the characteristics of SSMR in high- versus low-creativity groups. Participants included 108 first-year undergraduate students majoring in humanities and social sciences at a South Korean university. The study found a significant relationship between group cohesiveness and CPS skill levels across various CPS phases. Specifically, substantial differences in SSMR patterns, particularly concerning exploration and evaluation, were observed among low- and high-creativity groups. These findings suggest that the interplay of divergent and convergent thinking during CPS is crucial for devising novel and practical solutions. Employing a mixed-methods approach and collaboration analysis, the study closely examined the CPS process using CSCL tools, offering valuable insights for informing future CPS instructional strategies.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"56 ","pages":"Article 101771"},"PeriodicalIF":3.7,"publicationDate":"2025-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143103817","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

What makes a better case? Impact of case familiarity and story ending on online case-based learning

IF 3.7 2区教育学

Thinking Skills and Creativity Pub Date : 2025-01-23 DOI: 10.1016/j.tsc.2025.101769

Ying Chen, Heng Luo

{"title":"What makes a better case? Impact of case familiarity and story ending on online case-based learning","authors":"Ying Chen, Heng Luo","doi":"10.1016/j.tsc.2025.101769","DOIUrl":"10.1016/j.tsc.2025.101769","url":null,"abstract":"<div><div>This study employed a two-by-two factorial design to investigate the effects of case familiarity and story ending as design features on online case-based learning (CBL). A total of 117 students from a graduate-level blended course were randomly assigned to four experimental conditions: familiar success (n = 30), familiar failure (n = 29), unfamiliar success (n = 29), and unfamiliar failure (n = 29) cases. The factorial analysis of variances and social network analysis results indicated that the unfamiliar and failure cases both increased the overall learning achievement, while unfamiliarity alone increased group knowledge construction and individual reflective thinking. An interaction effect was also identified between case familiarity and story ending on learning achievement measured by discussion quality, which suggests the superiority of the unfamiliar failure case in promoting meaningful online discussion. The qualitative analysis of the semi-structured interviews also revealed unique benefits for two types of case narrative design: unfamiliar cases yielded more cognitive and behavioral benefits, while failure cases enhanced analytical thinking. These results can inform the design and implementation of effective online CBL.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"56 ","pages":"Article 101769"},"PeriodicalIF":3.7,"publicationDate":"2025-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143171354","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 effect of cooperative learning on senior high school students’ critical thinking in EFL writing: An intervention study

IF 3.7 2区教育学

Thinking Skills and Creativity Pub Date : 2025-01-23 DOI: 10.1016/j.tsc.2025.101765

Yin Zhang , Wenhui Qi , Chunlai Xia , Hui Sun , Liping Chen

{"title":"Exploring the effect of cooperative learning on senior high school students’ critical thinking in EFL writing: An intervention study","authors":"Yin Zhang , Wenhui Qi , Chunlai Xia , Hui Sun , Liping Chen","doi":"10.1016/j.tsc.2025.101765","DOIUrl":"10.1016/j.tsc.2025.101765","url":null,"abstract":"<div><div>Despite the importance of critical thinking (CT), the absence of CT still exists. Based on Paul-Elder CT model, this study conducted a quasi-experiment to explore the effects of cooperative learning (CL) on Chinese senior high students’ CT cultivation in EFL argumentative writing in terms of student-student interaction, peer feedback and teacher's intervention. 74 Chinese senior high school students from two different classes were selected as the subjects. Before and after the experiment, they were asked to write an argumentative writing and completed a questionnaire concerning CT dispositions. The collected data was analyzed by SPSS 27.0. The results indicated that CL can effectively improve students’ CT and writing scores and that there is a significantly high positive relationship between CT scores and writing scores. Furthermore, student-student interaction and peer feedback can improve students’ CT levels, especially in terms of analysis, clarification, reasoning, organization and evaluation and help them become more confident about their CT. Teachers’ CT intervention and instruction cannot be ignored which can strengthen students’ understanding of CT and avoid misconception. The findings of this study not only validate CL’s facilitative effects on argumentative writing, but also offer some pedagogical implications for CT cultivation.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"56 ","pages":"Article 101765"},"PeriodicalIF":3.7,"publicationDate":"2025-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143171357","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