Thinking Skills and Creativity最新文献

{"title":"Understanding scientific creativity criteria: Biologists’ assessments of PhD students’ creative products using the CAT","authors":"Sheila Pontis ,&nbsp;Graciela L. Salerno","doi":"10.1016/j.tsc.2025.101861","DOIUrl":"10.1016/j.tsc.2025.101861","url":null,"abstract":"<div><div>While creativity in science is praised, its meaning varies among scientists and it is unclear how they assess it in doctoral education. Research on evaluating scientific creativity among PhD students is rare. This study reports findings from assessing creative products developed by PhD biology students (<em>n</em> = 20) as the final project of a 10-week creativity course. The products were assessed by 24 biologist-judges with 18 years of average experience (<em>SD</em> = 9.92) clustered into three groups using the Consensual Assessment Technique (CAT). Biologists measured for creativity and additional dimensions – Scientific Impact, Originality, Thoughtfulness, Appropriateness, and Liking – commonly associated with scientific creativity. Agreement among biologists was substantial for Creativity in Groups 1 and 3, and some of the other dimensions. However, Group 2 showed lower agreements in general and poor agreement for Scientific Impact and Thoughtfulness. The biologist-judges’ knowledge and background, as well as the products’ characteristics, appeared to have impacted assessments. The products deemed the most creative and original did not necessarily score as the most scientifically impactful or most relevant. While the CAT is suitable to evaluate creativity in scientific products, additional considerations would be needed to measure domain-specific components more reliably in doctoral education. A broader set of criteria and more detailed information about the products to analyze could lead to more rounded assessments.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"57 ","pages":"Article 101861"},"PeriodicalIF":3.7,"publicationDate":"2025-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144083770","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":"Exploring the effects of a user feedback strategy on students’ creative thinking in a design-based project","authors":"Juanjuan Chen ,&nbsp;Lin Wu ,&nbsp;Yuping Zhang ,&nbsp;Minhong Wang","doi":"10.1016/j.tsc.2025.101862","DOIUrl":"10.1016/j.tsc.2025.101862","url":null,"abstract":"<div><div>The development of students’ creativity, especially creative thinking skills, has been increasingly promoted in school education, mainly through design-based projects. Creative thinking in a design-based project emphasizes not only the generation of diverse ideas to design innovative solutions to solve a problem, but more importantly the development of new understanding of the problem from diverse perspectives. Existing studies have focused on idea generation, with little attention paid to problem understanding. Building empathy, i.e., understanding the needs of the users for whom the design is intended, can help students or novice designers develop new understanding of the problem. However, few studies have explored how students’ creative thinking in a design project can be enhanced through a deeper understanding of user needs. This study aims to explore the effects of a user feedback strategy, i.e., providing students with user feedback regarding their understanding of user needs, on developing their empathy and creativity in problem understanding and idea generation in a design project. The participants were 172 sixth-grade primary students from four classes. The four classes were randomly assigned to either the experimental condition receiving user feedback or the control condition without user feedback. Students worked in groups of 4–6 members to design playground facilities for younger children. The results show that students in the experimental condition demonstrated significantly better performance in problem understanding and design ideation. Students’ comments revealed that the user feedback they received stimulated their reflection on understanding user needs and inspired them to think from multiple perspectives.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"57 ","pages":"Article 101862"},"PeriodicalIF":3.7,"publicationDate":"2025-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143937342","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":"How do teachers and students creatively engage within the classroom?","authors":"Felipe Zamana ,&nbsp;Todd Lubart ,&nbsp;Michael Hanchett Hanson ,&nbsp;Daniel Sundquist ,&nbsp;Solange Wechsler ,&nbsp;Karina Nalevaiko Rocha","doi":"10.1016/j.tsc.2025.101863","DOIUrl":"10.1016/j.tsc.2025.101863","url":null,"abstract":"<div><div>The present study explores a systemic approach to creativity based on componential models in education and the possible effects of personal and social factors on students’ expected creative behavior. It investigated how distinct components like Motivation, Knowledge, Openness, and Environment contribute to creativity. To this end, an online questionnaire was developed using the Experimental Vignette Methodology to manipulate the components and was administered to teachers from Brazil and Portugal (<em>N</em> = 115). Results indicated that teachers in both countries see the social environment (80 %) as the most important predictor of student creativity compared to the other components. For some teachers (20 %), instead of the social environment, Openness is the most important component. We conclude by advocating for a broader understanding of creativity in educational assessments, emphasizing the importance of inclusive learning environments that foster a growth mindset and acknowledge diverse forms of creative participation, in order to promote a positive learning environment for creative development.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"57 ","pages":"Article 101863"},"PeriodicalIF":3.7,"publicationDate":"2025-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143946726","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":"Exploring the effects of interactive digital picture books on elementary students' creativity","authors":"Joni Tzuchen Tang ,&nbsp;Wen Chun Lan ,&nbsp;De Jun Mo","doi":"10.1016/j.tsc.2025.101864","DOIUrl":"10.1016/j.tsc.2025.101864","url":null,"abstract":"<div><div>As education increasingly integrates digital technologies, there is growing interest in understanding how these tools can foster creativity—an essential skill for students in the 21st century. Despite the recognized importance of creativity in education, there is limited research on how interactive digital picture books impact students' creative thinking. This study aims to address this gap by investigating the effects of the interactive digital picture book Food Ninja on elementary students' creativity, particularly in the context of the Torrance Tests of Creative Thinking (TTCT). The research employed a triangulation approach with 44 sixth-grade students divided into an experimental group (22 students) and a control group (22 students). Data were collected through semi-structured interviews, behavioral observation checklists, and the TTCT. The findings indicate that interactive features of the Food Ninja digital book significantly enhance students' fluency, flexibility, and originality in creative thinking, with the most significant improvement observed in originality. These results highlight the potential of interactive digital resources to foster creativity in educational settings, offering valuable insights for integrating such tools into curricula. The study contributes to the growing body of research on creative education and emphasizes the importance of interactive digital picture books in nurturing creative thinking.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"57 ","pages":"Article 101864"},"PeriodicalIF":3.7,"publicationDate":"2025-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143942573","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":"A study on how novice mathematics teachers respond to high-potential instances of student mathematical thinking","authors":"Zeynep Arslan,&nbsp;Damla Demirel,&nbsp;Derya Çelik,&nbsp;Mustafa Güler","doi":"10.1016/j.tsc.2025.101859","DOIUrl":"10.1016/j.tsc.2025.101859","url":null,"abstract":"<div><div>This study explores how novice mathematics teachers (NMTs) respond to Mathematically Significant Pedagogical Opportunities to Build on Student Thinking (MOSTs)—critical classroom moments with high potential to enhance mathematical understanding—in middle school classrooms. Addressing the challenges faced by early-career teachers and understanding their instructional decisions and interactions with student mathematical thinking are crucial. Data were collected from five NMTs with less than five years of teaching experience through classroom observations and video recordings. The data were analyzed using the Teacher Response Coding Scheme (TRC), a framework that categorizes teacher responses according to three facets: who engages with the student thinking (<em>actor</em>), what instructional action is taken (<em>move</em>), and how the response connects to the student’s mathematical idea (<em>recognition</em>). The findings reveal that teachers predominantly positioned themselves as the main actors during interactions with student mathematical thinking, limiting student involvement and frequently relying on brief explanations such as literal, validating, or correct moves. However, the findings also indicate that more than half of the teacher responses incorporated student actions and ideas explicitly, showing an effort to honor and engage with student thinking.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"57 ","pages":"Article 101859"},"PeriodicalIF":3.7,"publicationDate":"2025-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143924176","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":"The impact of topic interest on EFL writing: A focus on quantity, quality, and Google Translate look-up behavior","authors":"Marco Cancino,&nbsp;María Isami","doi":"10.1016/j.tsc.2025.101858","DOIUrl":"10.1016/j.tsc.2025.101858","url":null,"abstract":"<div><div>Current research on interest in English as a Foreign Language (EFL) learning has underscored its role in fostering learner engagement, enhancing motivation, and contributing to academic success. However, little is known about how topic interest affects specific writing quality measures, and even less about how a learner’s level of interest in a text influences Google Translate (GT) look-up behavior. Therefore, the main objectives of this study were to assess the impact of topic interest on EFL writing quantity and quality as well as on GT look-up behavior. Sixty Chilean university students completed argumentative writing tasks on both high-interest and low-interest topics under a within-subjects design. The written output was analyzed in terms of writing quantity (i.e., the number of words written), syntactic complexity (measured by T-unit length and the ratio of subordinate clauses to T-units), accuracy, and GT look-up behavior. Results revealed that topic interest significantly affected syntactic complexity measures across conditions but did not significantly impact writing quantity or accuracy. While GT look-up behavior remained consistent across topics, a correlation emerged between GT use and the number of words written in the low-interest condition. The findings suggest that high-interest topics enhance syntactic complexity, whereas low-interest topics may prompt greater reliance on translation tools. The study highlights the role of topic interest in writing development and discusses pedagogical implications for supporting EFL learners’ writing outcomes.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"57 ","pages":"Article 101858"},"PeriodicalIF":3.7,"publicationDate":"2025-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143918494","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":"An exploration of the value of artwork in an integrated STEAM competition","authors":"Qiao Mao ,&nbsp;Jon-Chao Hong","doi":"10.1016/j.tsc.2025.101857","DOIUrl":"10.1016/j.tsc.2025.101857","url":null,"abstract":"<div><div>With the integration of STEAM (Science, Technology, Engineering, Art, and Mathematics, or iSTEAM for short) education, there has been an increase in the number of related competitions. This study takes as an example the iSTEAM—PowerTech competition that has been conducted annually in Taiwan for approximately 25 years, in which students work in teams to create a wooden bionic miniature model on site and compete in terms of modeling aesthetics and speed. This study examined the essentiality of art in STEM after adding artwork to students' creation of miniature models. A qualitative study was conducted to collect, organize, analyze, and interpret relevant data through observation, interviews, and document analysis by selecting five student representatives and five instructors who won the Artwork Award in iSTEAM—PowerTech. The results found that when art was added to STEM: (1) The fit between the artwork and the body was key, and the artwork's size, weight, symmetry, balance, and stability affected the miniature model's mobility; (2) Students' interest in learning, creative thinking, and aesthetic literacy increased when making miniature models for the speed competition (e.g., relay racing), and they believed artwork was able to promote their STEM knowledge learning; and (3) Students thought they encountered more difficulties and problems when creating artwork for miniature models, because it required systematic thinking and continuous revision to integrate arts with STEM.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"57 ","pages":"Article 101857"},"PeriodicalIF":3.7,"publicationDate":"2025-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143924175","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":"Fostering mathematical creativity: A case study of middle school teachers' classroom practices","authors":"Mine Turan ,&nbsp;Seyma Sengil-Akar ,&nbsp;Elif Saygı","doi":"10.1016/j.tsc.2025.101848","DOIUrl":"10.1016/j.tsc.2025.101848","url":null,"abstract":"<div><div>The purpose of this study is to examine the behaviors of mathematics teachers that foster mathematical creativity in the classroom. A case study design was employed, and a purposive sampling method was used to select the participant. For this purpose; The Creativity Fostering Teacher Behavior Index was sent to nine hundred middle school mathematics teachers. The scores of those who completed the scale were calculated, and semi-structured interviews were conducted with ten teachers who scored high on the scale. During the interviews, teachers were asked questions about mathematical creativity and strategies to foster creativity. From these interviews, the teacher whose views most closely aligned with the literature was selected as a participant. To collect more detailed data from this teacher, her classroom activities were examined in depth. Additionally, to analyze the teacher’s behaviors in the classroom, her lessons were observed, followed by post-observation interviews. Field notes, students’ notebooks, and audio recordings from the observations were also included in the data set. The findings revealed that the teacher had strong conceptual knowledge regarding mathematical creativity and actively sought to foster creativity in the classroom. However, it was concluded that, for various reasons, she was unable to fully translate her conceptual knowledge and perspectives into classroom practice.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"57 ","pages":"Article 101848"},"PeriodicalIF":3.7,"publicationDate":"2025-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143911463","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":"Is video modeling with small group instruction effective? Teaching the skills of using waste materials to individuals with multiple disabilities","authors":"Evgin Çay ,&nbsp;Burak Bozak","doi":"10.1016/j.tsc.2025.101854","DOIUrl":"10.1016/j.tsc.2025.101854","url":null,"abstract":"<div><div>Leisure time skills play a crucial role in enhancing the quality of life, social participation, and independence of individuals with multiple disabilities, as they provide meaningful engagement and opportunities for self-expression While some previous studies have focused on teaching leisure skills using video prompting, limited research has explored the use of video modeling combined with waste materials in a small group format. In line with this, this study aims to teach individuals with multiple disabilities the skills of using waste materials using a video modeling with small group instruction. The study involved three participants (ages 11–14) with intellectual disabilities, cerebral palsy, and various health conditions (e.g., epilepsy, etc.). A multiple-probe design across behaviors was used to evaluate video modeling intervention effectiveness. The video modeling sessions were conducted in a small group format, consisting of three students and one practitioner. The effectiveness of the intervention was assessed using visual analysis for PND and an online tool for the statistical analysis of Tau-U effect size. The findings indicated that implementing video modeling in a small group format was effective in teaching the participants of this study how to make a caterpillar from an egg carton, a butterfly using a paper roll, and a tree using pencil scraps. Furthermore, the participants maintained the skills they acquired for 1, 3, and 4 weeks post-intervention and successfully generalized them to different environments and individuals. However, the study is limited by its small number of participants and relatively short follow-up period, necessitating further research to explore long-term effects and broader applicability.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"57 ","pages":"Article 101854"},"PeriodicalIF":3.7,"publicationDate":"2025-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143902005","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":"Creative Reading's Impact on EFL Learners' Critical Thinking and Reading Comprehension","authors":"Gholamhossein Shahini ,&nbsp;Seyyed Morteza Hashemi Toroujeni ,&nbsp;Mohammad Reza Ebrahimi","doi":"10.1016/j.tsc.2025.101855","DOIUrl":"10.1016/j.tsc.2025.101855","url":null,"abstract":"<div><div>Evolving trends of the new millennium towards being equipped with particular skills stipulate that individuals are obliged to procure critical thinking skills (henceforth CTSs) for their intellectual development. Cultivation of creativity in pedagogies contributes to sustaining critical thinking. Considering age and gender stereotypes, the current research set out to cast light on whether EFL learners’ CTSs and reading comprehension skills (henceforth RCSs) can be ameliorated through employing creative reading practices to help learners think beyond the conventional boundaries to fully grasp the author's intent and derive meaningful insights. To achieve the goals, sixty homogeneous EFL learners were randomly distributed to control and experimental groups within a framework of quantitative and true-experimental method using pre and post-test design. Before the intervention, the pre-tests revealed no statistically significant difference between CTSs and RCSs of the two groups. Over three months, experimental group (EG) (n=28) and control group (CG) (n=32) received creative reading and regular reading instructions, respectively. At the end of the instructions, the results demonstrated a statistically significant difference between the level of CTSs and RCSs of two groups. Based on the findings, the EG's CTSs and RCSs improved after receiving the intervention, although no significant improvement was found between performances of CG on pre- and post-tests. Furthermore, the older EFL learners of EG outperformed younger ones, though male and female learners did the same. These findings highlight the effectiveness of creative reading in fostering critical thinking and comprehension skills in EFL contexts, suggesting valuable pedagogical implications for educators seeking to enhance learners' cognitive abilities. This research contributes to the field by demonstrating that creative reading practices significantly enhance critical thinking and reading comprehension skills among EFL learners, suggesting that integrating creativity into language pedagogy can lead to improved cognitive outcomes and better prepare learners for complex intellectual challenges.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"57 ","pages":"Article 101855"},"PeriodicalIF":3.7,"publicationDate":"2025-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143936999","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}