Thinking Skills and Creativity最新文献

{"title":"Adaptors’ and innovators’ failure tolerance and innovative tendencies in design-based learning","authors":"Nachamma Sockalingam ,&nbsp;Shu Yuan Liu ,&nbsp;Qian Huang ,&nbsp;Ameek Kaur ,&nbsp;Thijs Willems","doi":"10.1016/j.tsc.2025.101832","DOIUrl":"10.1016/j.tsc.2025.101832","url":null,"abstract":"<div><div>Creativity and innovation are essential skills for navigating today's volatile, uncertain, complex, and ambiguous world. This study examines students’ Innovative Tendencies and Failure Tolerance in a Design-Based Learning (DBL) course at a Singaporean university. Grounded in the premise that DBL fosters both traits and that Failure Tolerance underpins Innovativeness, we administered the Kirton Adaption-Innovation Inventory (KAI) and the School Failure Tolerance (SFT) scale to 240 students at the start and end of the course. Post-data collection, students were categorized as Adaptors and Innovators based on their overall KAI score. Results indicate that Adaptors and Innovators differed in their Failure Tolerance. Innovators have higher Affect (emotional resilience) but lower Action (structured problem-solving response) than Adaptors. While overall KAI scores remain unchanged after DBL, deeper analysis revealed a shift: Adaptors’ Innovative Tendencies <em>increased</em>, while Innovators’ Innovative Tendencies <em>decreased</em>. Additionally, students became more Failure-tolerant over the DBL course, particularly in terms of Preferred Difficulty. These results suggest that DBL fosters the development of both traits, and that Failure Tolerance alone does not fully account for Innovativeness. By disentangling dimensions of Failure Tolerance and linking them to Innovative Tendencies, this study adds granularity to existing models of innovation development in educational settings.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"57 ","pages":"Article 101832"},"PeriodicalIF":3.7,"publicationDate":"2025-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143823331","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}

{"title":"Mediation effect of scientific competency on relationship between inductive reasoning and domain-general and domain-specific problem solving","authors":"Azizul Ghofar Candra Wicaksono ,&nbsp;Erzsébet Korom","doi":"10.1016/j.tsc.2025.101830","DOIUrl":"10.1016/j.tsc.2025.101830","url":null,"abstract":"<div><div>This study investigated the role of scientific competency in mediating the relationship between inductive reasoning and problem-solving. Two types of problem solving, complex problem solving and science problem solving, were used to understand problem-solving mechanisms comprehensively. The participants were 1232 Indonesian high school students (M_age = 16.79 years; <em>SD</em> = 0.98; 36.6 % boys and 63.4 % girls). The MicroDYN test was used to measure complex problem-solving (CPS) along with science problem-solving (SPS). The other instruments were the inductive reasoning (IR) and scientific competency (SC) tests. The results indicated that SC mediated the relationship between IR with CPS and SPS simultaneously (β = 0.35, <em>SE</em> = 0.07, <em>p</em> &lt; .001, CI_{(95 %)} = [.24, 0.47]; β = 0.36, <em>SE</em> = 0.07, <em>p</em> &lt; .01, CI_{(95 %)} = [.26, 0.47], respectively). Our conclusion is that IR is relevant in supporting the dynamics of problem-solving, and it is mediated by SC. Implications and recommendations for further research are discussed.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"57 ","pages":"Article 101830"},"PeriodicalIF":3.7,"publicationDate":"2025-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143851925","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}

{"title":"Training from experiential learning's vision to acquire Design Thinking as a thought process","authors":"Cecilia Challiol ,&nbsp;Andrés Rodriguez ,&nbsp;Alejandra Garrido","doi":"10.1016/j.tsc.2025.101829","DOIUrl":"10.1016/j.tsc.2025.101829","url":null,"abstract":"<div><div>Design Thinking (DT) has grown significantly in popularity in recent years. In Software Engineering, it can have a significant impact because it facilitates a deep understanding of user needs. However, the use of DT in software solutions becomes challenging because of the wide range of DT frameworks and resources available. Moreover, there is a lack of training in DT oriented to software developers while extensive practice is needed to design and run DT workshops for software solutions. This paper contributes with a conceptual framework that combines the DT teaching-learning process with experiential learning cycles at the micro level (of each activity) and macro level (about the whole DT experience). The experiential learning cycles allow gaining meaningful learning, so our framework offers a way to acquire DT as a thought process. In particular, our framework contains a DT-applying activity as part of the DT training process, in which trainees transfer the DT gained knowledge and design their own DT solution in a single training session. Two workshops were performed using our conceptual framework, with two different modalities, face-to-face and virtual. This paper describes these workshops in detail and analyses the data collected that validate our framework with positive results.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"57 ","pages":"Article 101829"},"PeriodicalIF":3.7,"publicationDate":"2025-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143776501","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}

{"title":"Markers of creative potential in girls and boys during mathematics and language lessons: An observational study","authors":"Jacek Gralewski,&nbsp;Aleksandra Gajda","doi":"10.1016/j.tsc.2025.101828","DOIUrl":"10.1016/j.tsc.2025.101828","url":null,"abstract":"<div><div>This study explores behaviors associated with creative potential (i.e.<em>,</em> creative potential markers) among high school students in mathematics and language lessons, with an emphasis on gender differences. The research involved 176 high school students and 12 teachers from six schools - from various regions of Poland. Using direct observation and a structured observation protocol, the study identified four key types of creative potential markers: (1) questioning others’ views and generating alternative solutions, (2) public presentation of creative products, (3) public presentation of personal views, and (4) demonstrating openness to new information and perspectives. The results revealed that students’ behaviors associated with the public presentation of personal views were less frequently observed in mathematics lessons than in language lessons. No statistically significant differences were found in the frequency of other types of creative potential markers between mathematics and language lessons. Boys demonstrated greater openness to new information and perspectives, but only in mathematics. No statistically significant differences were observed in the frequency of creative potential markers based on students’ gender in language lessons. These findings suggest that educational practices should be adapted to foster creativity across different subjects and address gender-specific tendencies in creative expression.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"57 ","pages":"Article 101828"},"PeriodicalIF":3.7,"publicationDate":"2025-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143835240","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}

{"title":"Revisiting the Thinking Creatively with Sounds and Words test 50 years later: Sound stimuli for assessing creative potential in childhood","authors":"María-Pino Díaz-Pereira,&nbsp;Ana Estévez-González,&nbsp;María-Carmen Ricoy,&nbsp;Joseba Delgado-Parada","doi":"10.1016/j.tsc.2025.101822","DOIUrl":"10.1016/j.tsc.2025.101822","url":null,"abstract":"<div><div>The assessment of children's creativity is dominated by instruments that use stimuli and tasks of a visual or linguistic nature. Fifty years later, we revisited the Thinking Creatively with Sounds and Words (TCSW) test, Sounds and Images subtest, to analyse the originality of the mental images evoked by sound stimuli in children and to know their topography, compared with the visual-figurative creative potential through the ‘Test de Creatividad Infantil’ [Children's Creativity Test] (TCI). The study involved 310 Spanish schoolchildren (4–12 years old). Using a mixed methodology, the results of both instruments (TCSW and TCI tests) were correlated and analysed according to gender and educational stage. The impact on originality of novelty/complexity and a progressive warm-up was also examined. Finally, 3720 mental images evoked from the sound stimuli were characterised. The results show weak but significant positive correlations between the scores obtained in both instruments. Gender showed no relationship with the level of creative potential. According to the educational stage, mean scores were significantly higher in younger students. Considering gender and educational stage, overlapping typologies were identified in the most frequent images and specific profiles in the most original responses. The novelty/complexity of the sound stimuli influenced the originality of the images, whereas the effect of the progressive warm-up depended on the nature of the stimulus. The analysis of the responses showed that means of transportation was the most recurrent category. Significant differences in the responses according to gender (e.g., war sounds) and educational stage (e.g., animals) were identified.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"57 ","pages":"Article 101822"},"PeriodicalIF":3.7,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143814926","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}

{"title":"Computer-based interactive training in nature-based environmental education: Impact on conservation behaviours, social behaviours, and lower and higher order thinking skills","authors":"Qiancheng Dong","doi":"10.1016/j.tsc.2025.101825","DOIUrl":"10.1016/j.tsc.2025.101825","url":null,"abstract":"<div><div>This study aimed to compare the impact of a conservation project on conservation behaviours, social behaviours, and lower and higher order thinking skills with and without the additional use of computer technology (videos, online discussion). Participants in the study were first-year students at Hainan Normal University in Haikou. The sample included 273 people from non-environmental disciplines. Over the course of nearly four months, participants explored local biodiversity and conservation activities, engaging in seminars, training sessions, and quests. Additionally, the group that used technology (Group A) had 10 video sessions and 10 online discussions. The project significantly improved the technology use group (Group A) and the control group (Group B) students’ higher-order thinking skills, conservation behaviours, and social behaviours. However, no significant differences were found between the two project participation approaches: with additional video viewing/online discussion (Group A) and without them (Group B).</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"57 ","pages":"Article 101825"},"PeriodicalIF":3.7,"publicationDate":"2025-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143769118","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}

{"title":"Factors influencing scientific reasoning ability in junior secondary students: Examining gender and grade-level predictive differences","authors":"Ma Luo ,&nbsp;Daner Sun ,&nbsp;Gaoxia Zhu ,&nbsp;Liying Zhu ,&nbsp;Fenglin Jia","doi":"10.1016/j.tsc.2025.101824","DOIUrl":"10.1016/j.tsc.2025.101824","url":null,"abstract":"<div><div>Scientific reasoning ability (SRA) plays a critical role in advancing science education and cultivating analytical skills among junior secondary students. This study investigates the extent to which five key factors—science achievement, mathematics achievement, spatial ability, reading comprehension skills, and interest in science—predict students' SRA. A sample of 2261 junior secondary students was assessed, and multiple regression analyses revealed that all variables, except mathematics achievement, were significant predictiors of SRA. The strength of these predictive relationships varied across grade levels and gender groups. Stepwise regression analysis further indicated that gender and grade level interactively impacted the predictive strength of these factors. Across the overall sample and subgroup analyses, science achievement consistently emerged as the strongest predictor, followed by spatial ability. Our findings are discussed within the broader literature and offer important implications for science education.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"57 ","pages":"Article 101824"},"PeriodicalIF":3.7,"publicationDate":"2025-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143769119","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}

{"title":"Release from (creative) proactive inhibition: Can we manipulate divergent thinking the same as memory?","authors":"Yue Huang ,&nbsp;Zhiyuan Zhang ,&nbsp;Guikang Cao ,&nbsp;Yoed N. Kenett ,&nbsp;Zhan Xu","doi":"10.1016/j.tsc.2025.101821","DOIUrl":"10.1016/j.tsc.2025.101821","url":null,"abstract":"<div><div>Creative ideation is influenced by spontaneous associative processes and cognitive fixation. Within generating ideas from a similar conceptual (semantic) category, memory retrieval can cause fixation through output interference, leading to fewer novel ideas. However, an incubation interval or new context can facilitate such a memory retrieval process, thus leading to the generation of more novel ideas. Proactive inhibition (PI), a phenomenon rooted in memory research, disrupts the retrieval of new learning due to prior experiences. Release from Proactive Inhibition (RPI) involves a memory rebound when switching between semantic categories, leading to an increase in the semantic distance between responses and the release of semantic inhibitory. While PI has been well-studied in memory research, it has rarely been examined in creativity research. Two experiments were conducted to investigate how PI and RPI influence creative ideation. Experiment 1 explored whether the RPI effect occurs in the Alternate Use Task (AUT), with a control group using the same semantic categories and an experiment group using different semantic categories when generating AUT responses. The results showed that PI inhibited the generation of creative ideas in the control group, while RPI in the experimental group led to an increase in generating original and unique ideas, influencing indicators such as repetitive rate, originality, and uniqueness. Additionally, larger semantic distances of responses from the cue resulted in greater RPI and more original ideas. Experiment 2 manipulated semantic distance across three levels (baseline, close, and remote distance groups) to explore whether the degree of semantic distance influences the amount of RPI in creative ideation. The results indicated that in the remote distance group, RPI affected repetitive rate, originality, and uniqueness, but the magnitude of RPI did not significantly differ between the close and remote distance groups. These findings suggest that the occurrence of RPI offers new insights into the process and theoretical explanation of creative ideation.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"57 ","pages":"Article 101821"},"PeriodicalIF":3.7,"publicationDate":"2025-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143697784","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}

{"title":"Canvas and quill: Improving students' creativity and writing composition through creative painting diary","authors":"Estelle Linjun Wu ,&nbsp;Zhengyi Du ,&nbsp;Chu-Yang Chang ,&nbsp;Hsu-Chan Kuo ,&nbsp;I-Hsuan Chen ,&nbsp;Li-Chih Wang ,&nbsp;Tzu-Yin Shen","doi":"10.1016/j.tsc.2025.101820","DOIUrl":"10.1016/j.tsc.2025.101820","url":null,"abstract":"<div><div>This study developed a “Creative Painting Diary (CPD)” to systematically integrate visual and diary-based elements, aiming to enhance students’ creative thinking and writing abilities. A quasi-experimental design was adopted, in which 48 fifth-grade students were assigned to the experimental (N = 24) and comparison groups (N = 24). To ensure consistency in the instructional approach, all students were taught by the same teacher. Over 16 weeks, students completed 80 diaries on topics aligned with the Ministry of Education's Curriculum Guidelines. The key difference was that the experimental group focused on both writing and painting through CPD, whereas the comparison group focused solely on writing composition.</div><div>Grounded in Amabile's Componential Theory of Creativity, the CPD approach offers essential scaffolding to enhance students’ domain-relevant knowledge, creativity-relevant skills, and intrinsic motivation. The research employed a mixed-methods design, incorporating quantitative assessment of creative thinking and writing tests alongside qualitative interviews. The findings demonstrated that students in the experimental group achieved significant improvements across different creative thinking dimensions (i.e. fluency, flexibility, originality, and elaboration) and writing composition (i.e. materials, organisation, sentence structure, wording, and creativity), unlike the comparison group. Although the two groups had very similar baselines with no significant differences across all aspects, the experimental group significantly outperformed the comparison group in writing ability (sentence structure and creativity) and creativity (fluency, flexibility, originality, and elaboration). Qualitative findings substantiated these results, highlighting three essential features of the CPD that contributed to students’ development: regular writing practice, free space and ethos, and scaffoldings for creative thinking strategies and material selection. Compelling evidence supports the integration of visual and diary elements in curriculum design, which can significantly enhance students’ cognitive and creative capabilities. This research offers a practical and innovative framework for future studies and educational practices.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"57 ","pages":"Article 101820"},"PeriodicalIF":3.7,"publicationDate":"2025-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143686254","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}

{"title":"Stalemate? The complex relationship between educational chess and students’ skills","authors":"Álvaro Choi ,&nbsp;Marta Hurtado ,&nbsp;Daniel Santín ,&nbsp;Gabriela Sicilia ,&nbsp;Rosa Simancas","doi":"10.1016/j.tsc.2025.101819","DOIUrl":"10.1016/j.tsc.2025.101819","url":null,"abstract":"<div><div>Over the last decade, an increasing number of countries have integrated chess as a pedagogical tool and even as core content of their academic curricula. Nonetheless, the evidence regarding the causal effects of chess on a range of skills remains inconclusive. We report new evidence of the impact of learning chess in school on a set of cognitive and non-cognitive skills of 12-year-old students to shed light on this matter. To do this, we take advantage of the implementation of a phase-in program introducing chess into a set of schools in Catalonia (Spain). This experimental setting enables us to estimate the causal effects of practicing educational chess at school on critical thinking, attention, patience, and risk aversion. Results show that, after one academic year, the differences between the treated and control group are not statistically significant for any of these outcomes. Students who took part in the chess program significantly outperformed the students in the control group only in terms of their chess-playing knowledge and proficiency.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"57 ","pages":"Article 101819"},"PeriodicalIF":3.7,"publicationDate":"2025-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143686252","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}