Thinking Skills and Creativity最新文献

Exploring the effects of scaffolded reflective learning on student teachers' design performance and reflective thinking

IF 3.7 2区教育学

Thinking Skills and Creativity Pub Date : 2024-11-23 DOI: 10.1016/j.tsc.2024.101709

Qingtang Liu , Yanli Wang , Yubei Chang

{"title":"Exploring the effects of scaffolded reflective learning on student teachers' design performance and reflective thinking","authors":"Qingtang Liu , Yanli Wang , Yubei Chang","doi":"10.1016/j.tsc.2024.101709","DOIUrl":"10.1016/j.tsc.2024.101709","url":null,"abstract":"<div><div>Solving design problems requires designers to engage in a continuous process of reflection, gradually clarifying the problem and seeking the optimal solution. Promoting student to reflect on their design solutions through well-designed reflective learning activities and scaffolding is a key approach to improving design performance. However, few empirical studies have explored the design of iterative reflective learning activities for design tasks and their impact on design performance and reflective thinking. Therefore, this study presented a scaffolded reflective thinking model based on previous research and implemented a three-stage reflective learning activity with different scaffolds at each stage to help student teachers solve an instructional design task. Thirty-three student teachers participated in the study. A mixed methods approach of content analysis, statistical analysis, and epistemic network analysis was used to analyze their instructional design artifacts and reflective journals to investigate student teachers' design performance and development of reflective thinking. The results showed significant improvements in the quality, fluency, originality, and elaboration of student teachers' instructional design artifacts. Their reflections focused mainly on task-related content and problems in the design artifacts. The progression of their reflective thinking from descriptive to dialogic reflection was evident, with more in-depth reflection on problems, content, and potential solutions observed in the later stages. In addition, this study revealed a positive correlation between student teachers’ reflective thinking and design performance and identified the three key roles of scaffolding in enhancing reflection and design performance. These findings highlight the importance of iterative reflective practice and scaffolding in solving design tasks and provide valuable educational implications for improving design performance.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"56 ","pages":"Article 101709"},"PeriodicalIF":3.7,"publicationDate":"2024-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142758776","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

Physical Education Pre-Service Teachers as Design Thinkers: Exploring the Role of Divergent and Convergent Thinking and TPACK

IF 3.7 2区教育学

Thinking Skills and Creativity Pub Date : 2024-11-22 DOI: 10.1016/j.tsc.2024.101698

Hung-Ying Lee , Chi-Yang Chung

{"title":"Physical Education Pre-Service Teachers as Design Thinkers: Exploring the Role of Divergent and Convergent Thinking and TPACK","authors":"Hung-Ying Lee , Chi-Yang Chung","doi":"10.1016/j.tsc.2024.101698","DOIUrl":"10.1016/j.tsc.2024.101698","url":null,"abstract":"<div><div>A growing number of studies indicate the Design thinking (DT) can effectively contribute to teachers’ knowledge, and developing pre-service teachers’ 21st century competencies requires that teachers consider how to apply technological pedagogical and content knowledge (TPACK) through the DT process. The main purpose of this study was to investigate the DT of Chinese physical education pre-service teachers (PEPTs) and its relationships with TPACK. Two questionnaires were used to collect data from 316 pre-service teachers. The validity of the questionnaires were determined through confirmatory factor analysis. The findings showed significant positive correlations between all DT factors and TPACK. The path analysis showed that divergent thinking can predict technological content knowledge, technological pedagogical knowledge, and technological pedagogical content knowledge. It is worth noting that convergent thinking was also found to predict technological content knowledge. These findings suggest DT plays a key role in enhancing PEPTs' TPACK, particularly through divergent thinking processes. This study highlights the importance of incorporating DT into physical education teacher education programs to foster PEPTs' ability to integrate technology effectively in the teaching practices.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"56 ","pages":"Article 101698"},"PeriodicalIF":3.7,"publicationDate":"2024-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142758777","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

How does supervisor support impact Chinese graduate students’ research creativity through research self-efficacy and intrinsic motivation? – A multi-group analysis

IF 3.7 2区教育学

Thinking Skills and Creativity Pub Date : 2024-11-22 DOI: 10.1016/j.tsc.2024.101700

Shilong Li , Jinyan Huang , Shahbaz Hussain , Yaxin Dong

{"title":"How does supervisor support impact Chinese graduate students’ research creativity through research self-efficacy and intrinsic motivation? – A multi-group analysis","authors":"Shilong Li , Jinyan Huang , Shahbaz Hussain , Yaxin Dong","doi":"10.1016/j.tsc.2024.101700","DOIUrl":"10.1016/j.tsc.2024.101700","url":null,"abstract":"<div><div>This study utilized a structural equation modeling approach to investigate the influence of supervisor support on Chinese graduate students’ research creativity, mediated by research self-efficacy and intrinsic motivation. The sample comprised 1781 graduate students from 42 Chinese universities. Data were gathered using a 33-item five-point Likert scale survey to gauge perceptions of supervisor support (spanning academic, personal, and autonomy facets), research self-efficacy, intrinsic motivation, and research creativity. The study specifically probed how research self-efficacy and intrinsic motivation acted as mediators in the relationship between the three types of supervisor support and research creativity. Additionally, potential differences in the structural equation model based on gender (male vs. female) and academic major (arts vs. sciences) were examined. Results showed that both self-efficacy and intrinsic motivation had a notable impact on research creativity. Furthermore, all three types of supervisor support exerted direct effects on research creativity. Research self-efficacy and intrinsic motivation served as partial mediators between supervisor support and research creativity. No significant model differences were found between genders or academic majors. Practically, it suggests that institutions should foster supportive environments to boost students’ confidence and autonomy, leading to greater creative output.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"55 ","pages":"Article 101700"},"PeriodicalIF":3.7,"publicationDate":"2024-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142747088","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 impact of environmental knowledge on the creativity of architectural designs: A study on master of “Energy in Architecture” students in Iran 环境知识对建筑设计创意的影响：对伊朗 "建筑能源 "专业硕士生的研究

IF 3.7 2区教育学

Thinking Skills and Creativity Pub Date : 2024-11-20 DOI: 10.1016/j.tsc.2024.101693

Hamid Kashefiyeh, Hamed Beyti, Leila Medghalchi, Farzin Haghparast

{"title":"The impact of environmental knowledge on the creativity of architectural designs: A study on master of “Energy in Architecture” students in Iran","authors":"Hamid Kashefiyeh, Hamed Beyti, Leila Medghalchi, Farzin Haghparast","doi":"10.1016/j.tsc.2024.101693","DOIUrl":"10.1016/j.tsc.2024.101693","url":null,"abstract":"<div><div>One of the most important factors in every design process is the simultaneous presence and combination of creativity and knowledge. Regarding architecture, creativity is the core component that could be supplemented through environmental knowledge. Although future architects should be able to resolve prevalent ecological problems creatively, the fundamental role of creativity in addressing ecological problems has been of little focus. To date, despite the significance of the topic, little effort has been made to examine the relationship between creativity and environmental knowledge. After a comprehensive literature review, this empirical and quantitative study used the Consensual Assessment Technique to investigate the impact of environmental knowledge on the creativity of architectural designs and the Torrance Test of Creative Thinking to assess the individual creativity of the participants. The participants were 80 graduate students, half of whom were studying for a master's degree in “Energy in Architecture” and the other half majoring in a master's degree in “Architecture” program. The results demonstrate that the architectural designs of the graduate students in the Master of “Energy in Architecture” program who receive and possess the specified type of environmental knowledge derive less advantage from the defined criteria of creativity. Moreover, the more these students advance academically, the worse this situation gets. However, this integration draws students' attention more to the technical aspects of architectural design. The findings of this research have remarkable implications for all the authorities who are involved in fostering environmental knowledge in the architecture curricula.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"54 ","pages":"Article 101693"},"PeriodicalIF":3.7,"publicationDate":"2024-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142702964","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 interactive effect of integral and incidental emotions on creative metaphor performance 整体情绪和偶然情绪对创造性隐喻表现的交互影响

IF 3.7 2区教育学

Thinking Skills and Creativity Pub Date : 2024-11-20 DOI: 10.1016/j.tsc.2024.101683

Xingwen Liu , Haiying Long , Weiguo Pang

引用次数: 0

Assessing creativity in basketball performance using game theory 利用博弈论评估篮球表演中的创造力

IF 3.7 2区教育学

Thinking Skills and Creativity Pub Date : 2024-11-18 DOI: 10.1016/j.tsc.2024.101696

Zahra Shariati, Rasoul Yaali, Abbas Bahram

引用次数: 0

An exploration of transformative learning experiences among past and current technological university students in Ireland 对爱尔兰理工科大学生转型学习经历的探索

IF 3.7 2区教育学

Thinking Skills and Creativity Pub Date : 2024-11-17 DOI: 10.1016/j.tsc.2024.101681

Christopher P. Dwyer, Niall Seery

{"title":"An exploration of transformative learning experiences among past and current technological university students in Ireland","authors":"Christopher P. Dwyer, Niall Seery","doi":"10.1016/j.tsc.2024.101681","DOIUrl":"10.1016/j.tsc.2024.101681","url":null,"abstract":"<div><div>Third-level education can have many impacts on students, including those regarding knowledge transfer and those pertinent to gaining the skills necessary for future employment. However, the potential for transformative learning is often overlooked, despite the potential for a variety of positive, associated effects on students. Moreover, transformative learning may represent an important indicator of impact, particularly in the recently established Irish TU sector. The current research acknowledges this potential and surveyed 1,232 current students and graduates from one such technological university via and adapted version of the Learning Activities Survey. Such survey ‘provided a voice’ to students with regards to the potential impact their education has had and evaluated previously established claims of this particular institution's teaching impact and student-centredness. Specifically, the study aimed to explore both the frequency and nature of the TL (e.g. factors influencing it), as experienced by current and past students. Results corroborated previous research on technological university impact, revealing that: 77% of respondents had experienced some form of TL and that 37% experienced what was found to be ‘explicit TL’ (i.e. the learner explicitly recognises or acknowledges some transformation as having been contributed to by a particular experience) – both of which being significantly more than those who did not report a TL experience. Results also revealed that explicit TL was primarily influenced by lecturer support and active learning activities; and was more commonly found within the graduate cohort. Results and recommendations for future research are discussed in light of extant theory and research. This research provides important considerations for future conceptualisation efforts regarding not only TL and it assessment, but also impact in the Irish TU sector and third-level education more broadly.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"55 ","pages":"Article 101681"},"PeriodicalIF":3.7,"publicationDate":"2024-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142707405","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 and validating the componential model of students’ scientific critical thinking in science education 探索和验证科学教育中学生科学批判性思维的构成模式

IF 3.7 2区教育学

Thinking Skills and Creativity Pub Date : 2024-11-17 DOI: 10.1016/j.tsc.2024.101695

Xinyang Hu, Hualin Bi

{"title":"Exploring and validating the componential model of students’ scientific critical thinking in science education","authors":"Xinyang Hu, Hualin Bi","doi":"10.1016/j.tsc.2024.101695","DOIUrl":"10.1016/j.tsc.2024.101695","url":null,"abstract":"<div><div>Critical thinking (CT) is an essential 21st-century skill and a key competence. In recent years, the importance of scientific critical thinking (SCT) in scientific literacy has been increasingly emphasized in science education. However, the SCT componential model has not been thoroughly explored or empirically tested. Based on an exploratory sequential design, an inductive content analysis was conducted from the descriptions of SCT-related literature to construct a componential model of SCT, which was validated through expert focus group interviews. Subsequently, survey data on SCT were collected from 1041 high school students in China. The subcomponents (1) scientific critical thinking skills (SCTS), (2) scientific critical thinking dispositions (SCTD), and (3) scientific critical thinking background knowledge (SCTBK) were quantitatively validated using exploratory and confirmatory factor analyses. The questionnaire related to these three components of SCT had satisfactory reliability and validity, demonstrating the compositional nature of the model. Finally, we developed a compositional model including three components and 11 subcomponents. The SCT componential model provides detailed conceptual indicators for each subcomponent, providing a theoretical basis for measuring SCT.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"55 ","pages":"Article 101695"},"PeriodicalIF":3.7,"publicationDate":"2024-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142707406","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

Influence of manipulating pitch size and game format in small-sided soccer games on tactical creativity and exploratory behavior of young players 在小型足球比赛中操纵场地大小和比赛形式对青少年球员战术创造力和探索行为的影响

IF 3.7 2区教育学

Thinking Skills and Creativity Pub Date : 2024-11-15 DOI: 10.1016/j.tsc.2024.101690

Lucas Shoiti Carvalho Ueda , Rodrigo Aquino , Cristiano Zarbato Morais , Bruno Bedo , Anderson Santiago Teixeira , Juliano Fernandes da Silva , Paulo Henrique Borges

{"title":"Influence of manipulating pitch size and game format in small-sided soccer games on tactical creativity and exploratory behavior of young players","authors":"Lucas Shoiti Carvalho Ueda , Rodrigo Aquino , Cristiano Zarbato Morais , Bruno Bedo , Anderson Santiago Teixeira , Juliano Fernandes da Silva , Paulo Henrique Borges","doi":"10.1016/j.tsc.2024.101690","DOIUrl":"10.1016/j.tsc.2024.101690","url":null,"abstract":"<div><div>This study analyzed the influence of manipulating the pitch size and the game format in small-sided soccer games on the tactical creativity and exploratory behavior of young players. Thirty-six young players (10.79 ± 0.60 yrs) from the U-10 and U-11 team of a professional soccer club from Brazil participated in the study. Players were recorded during 2 periods of 4 min in four conditions: SSG<sub>4v4-Small</sub>, SSG<sub>4v4-Large</sub>, SSG<sub>5v5-Small</sub> and SSG<sub>5v5-Large</sub>. The small configurations had a relative area of 64.80m<sup>2</sup>/player while the large ones were 272.80m<sup>2</sup>/player. Tactical creativity of players was analyzed through notational analysis using CBATS matrix, while GPS positional data were used to analyze exploratory behavior (“major range” and “spatial exploration index”). GEE was used to compare creativity in games and exploratory behavior in the different structural configurations of small-sided games. Greater emergence of fluency and versatility in the GK + 4v4 + GK game was observed (<em>p</em>< 0.05). Originality was higher in the two GK + 4v4 + GK games compared to GK + 5v5 + GK (<em>p</em>< 0.05). Variables of exploratory behavior were higher in games played on larger fields (<em>p</em>< 0.01). The addition or reduction of one element in each team is significant for obtaining different creativity values in matches.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"55 ","pages":"Article 101690"},"PeriodicalIF":3.7,"publicationDate":"2024-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142722112","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

When the creative well dries up–burnout syndrome and art block in artists’ sample 当创作之井干涸--艺术家样本中的倦怠综合症和艺术障碍

IF 3.7 2区教育学

Thinking Skills and Creativity Pub Date : 2024-11-14 DOI: 10.1016/j.tsc.2024.101692

Karolina Głaziewicz, Krystyna Golonka

{"title":"When the creative well dries up–burnout syndrome and art block in artists’ sample","authors":"Karolina Głaziewicz, Krystyna Golonka","doi":"10.1016/j.tsc.2024.101692","DOIUrl":"10.1016/j.tsc.2024.101692","url":null,"abstract":"<div><div>The aim of this study is to explore burnout syndrome among visual artists from the perspective of art block, stressing the role of perfectionism and emotion regulation strategies. The study was divided into two phases: the first was dedicated to developing the <em>Art Block Scale</em> (ABS) to measure levels of perceived art block; the aim of the second phase was to assess the psychometric properties of ABS and analyze the relationships between art block and stress-related constructs. The sample consisted of 532 visual artists (249 participants in the 1st phase and 282 in the 2nd phase). Besides ABS, the <em>Adaptive and Maladaptive Perfectionism Questionnaire</em> (AMPQ), the <em>Oldenburg Burnout Inventory</em> (OLBI) and the <em>Cognitive Emotion Regulation Strategies Questionnaire</em> (CERQ) were used in the study. The results indicate good psychometric characteristics of ABS (Cronbach alpha: 0.79) and a strong correlation between art block and burnout exhaustion (<em>rho</em> = 0.84; <em>p</em> < 0.001). A significant correlation was observed between art block and perfectionism, especially maladaptive perfectionism (<em>rho</em> = 0.59; <em>p</em> < 0.01). Moreover, art block was significantly associated with the following cognitive emotion regulation strategies: self-blame, rumination, catastrophizing, positive refocusing, positive reappraisal and refocus on planning. The results of this study suggest that art block may be an important construct in burnout research on the artist population. In addition, the <em>Art Block Scale</em> appears to be a promising tool for future research on samples of artists.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"54 ","pages":"Article 101692"},"PeriodicalIF":3.7,"publicationDate":"2024-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142702961","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