Thinking Skills and Creativity最新文献

{"title":"When more or less? The role of two types of flow experiences in creative teaching","authors":"Wenlong Zhu ,&nbsp;Xinmiao Wang ,&nbsp;Yong Yang ,&nbsp;Yanchun Liu ,&nbsp;Jijun Miao","doi":"10.1016/j.tsc.2024.101676","DOIUrl":"10.1016/j.tsc.2024.101676","url":null,"abstract":"<div><div>The use of creative teaching is becoming increasingly common in higher education institutions. However, there is limited research on the impact of creative teaching on the classroom from a flow experience perspective. Using the stimulus–organism–response model and flow theory, this study presents an analysis of the overall process of creative teaching's impact on student classroom engagement, proceeding from two types of flow experiences: immediate and continuous experiences. This empirical study was conducted in the institutions piloting creative teaching in China. The results affirm the following: first, the balance of challenges and skills, goal clarity and feedback in creative teaching all affect students’ immediate and continuous experiences significantly and positively. Second, immediate experiences have significantly positive effects on both behavioural and social engagement. Third, for science and engineering students, continuous experiences have significant effects on behavioural engagement and social engagement; however, these effects do not obtain for humanities and social science students. Fourth, there is no significant difference in the effects of creative teaching on engagement between male and female students. The potential contribution of this study is that we create a theoretical model of how creative teaching affects student engagement. Based on this model, educational administrators and teachers can understand the whole process of the impact of creative teaching on students’ behaviour.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"54 ","pages":"Article 101676"},"PeriodicalIF":3.7,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142659254","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 effect of OMO learning on high school students' problem-solving skills in physics","authors":"Shijie Gao ,&nbsp;Lan Zhang ,&nbsp;Fuze Shangguan ,&nbsp;Junfeng Yang","doi":"10.1016/j.tsc.2024.101674","DOIUrl":"10.1016/j.tsc.2024.101674","url":null,"abstract":"<div><div>Online-merge-offline (OMO) learning in a hybrid learning space is becoming a popular pedagogy to enhance students' blended learning using appropriate technology. This investigation delves into the impact of OMO learning on developing physics problem-solving skills among high school students. A ten-week intervention employing OMO learning is implemented with 34 participants in both the experimental and control groups at a high school in Hangzhou, China. The efficacy of OMO learning is assessed through a quasi-experimental design encompassing pre- and post-assessments. The findings of this inquiry reveal: (1) The experimental group's physics problem-solving abilities are significantly impacted by OMO learning; (2) the use of cognitive tools rationally, the integration of online and offline collaborative learning, rich learning resources, and heuristic teaching all help students become more adept at solving physics problems; and (3) the cognitive load, students' lack of prior knowledge, poor self-regulation, and lack of help-seeking techniques all work against the improvement of students' physics problem-solving abilities. Suggestions are made in line with the research results and aims.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"54 ","pages":"Article 101674"},"PeriodicalIF":3.7,"publicationDate":"2024-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142659318","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":"Educational experiences integrating the arts into teaching practice in primary education in Ecuador","authors":"Nella Escala ,&nbsp;Miguel Ángel Herrera-Pavo ,&nbsp;Montse Guitert ,&nbsp;Teresa Romeu","doi":"10.1016/j.tsc.2024.101671","DOIUrl":"10.1016/j.tsc.2024.101671","url":null,"abstract":"<div><div>This study explores the integration of arts into primary education, particularly from the perspectives of teachers and how the arts can enhance student engagement. The research was conducted with socio-cultural organizations and primary schools in Pichincha and Galapagos. In Ecuador, there is a lack of information regarding the effectiveness of programs that incorporate the arts across the curriculum, especially those with Information and Communication Technologies (ICT). Using an exploratory-descriptive, qualitative ethnographic approach, incorporating documentary analysis and semi-structured interviews. The study analyzes data from 2 supranational and governmental entities, 12 socio-cultural institutions, and 6 schools. The research identifies five main categories: educational experiences, collaboration between teachers and arts specialists, influencing factors, benefits, and ICT integration in arts-based educational experiences. While there is a strong interest in arts integration, the lack of an interdisciplinary approach, support of school leadership and ongoing collaboration, limit the sustainability of these efforts. The findings highlight the global need for continuous partnerships between cultural and educational institutions.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"54 ","pages":"Article 101671"},"PeriodicalIF":3.7,"publicationDate":"2024-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142561341","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":"Examining the cognitive and affective changes in students through the implementation process of the physics curriculum based on an interdisciplinary context-based learning approach","authors":"Onur Yalçin ,&nbsp;Fatma Sadik","doi":"10.1016/j.tsc.2024.101672","DOIUrl":"10.1016/j.tsc.2024.101672","url":null,"abstract":"<div><div>This case study examines the cognitive and affective changes in students through the implementation process of the physics curriculum based on an interdisciplinary context-based learning approach. The study was conducted during the second semester of the 2017–2018 academic year with 33 students in one of the 10th grade classes of a high school in the Yüreğir district of the Adana province. A criterion sampling method of purposive sampling methods was employed in selecting the school and the class. In the intervention, the researchers used the physics curriculum they developed based on an interdisciplinary context-based learning approach. The plans and activities prepared according to the context-based REACT model were implemented for eight weeks and the data were collected using both quantitative and qualitative methods. At the end of the intervention, significant changes were observed in the students’ ability to relate their knowledge to daily life, interdisciplinary problem-solving skills, attitudes towards problem-solving in physics, and affective characteristics. During the process, students who encountered challenges in problem-solving, focusing on the lesson, working in groups, and relating information to real-life and different disciplines managed to overcome these challenges by increasing their individual efforts and communicating with their peers and the teacher. Because of students who remained passive, made noise, and frequently changed their seats during group work, the researchers encountered some challenges in instruction and time management. To increase classroom participation, they opted for updating the lesson plan, preparing additional examples, and increasing the number of visual materials. In this respect, teachers and other researchers are recommended to allocate more time to interdisciplinary context-based teaching activities, provide students with more real-life problem situations, diversify group work, and conduct group activities more frequently.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"54 ","pages":"Article 101672"},"PeriodicalIF":3.7,"publicationDate":"2024-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142586532","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 meta-moral cognitive skills among pre-service teachers using creative problem-solving processes","authors":"Reena Cheruvalath,&nbsp;Shirodkar Pratiksha Chandrakant","doi":"10.1016/j.tsc.2024.101670","DOIUrl":"10.1016/j.tsc.2024.101670","url":null,"abstract":"<div><div>Acknowledging strengths and weaknesses of an ethical judgment, called meta-moral cognitive skills, enables pre-service teachers to make better decisions. Engaging in critical thinking with creative problem-solving can critically evaluate ethical decision-making processes by analysing their different stages. Thus, this study investigated whether creative problem-solving can foster meta-moral cognitive skills. The researchers analysed solutions for a vignette based on real-life experience involving an ethical issue by 51 pre-service teachers using creative problem-solving processes: problem definition, information gathering, concept selection, conceptual combination and reorganization, idea generation, idea evaluation, solution monitoring, and implementation planning. A qualitative analysis of the responses showed that creative problem-solving supported pre-service teachers in identifying the rationale and criticisms of their ethical judgments and limitations in their proposed solutions. The implication is that it is crucial for prospective teachers to undergo training in creative problem-solving of various ethical dilemmas as part of their curriculum.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"54 ","pages":"Article 101670"},"PeriodicalIF":3.7,"publicationDate":"2024-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142533677","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":"Application of clinical case-guided, task-driven escape room teaching in nursing education: A quasi-experimental study","authors":"Yanfei Zhou ,&nbsp;Xiaoguo Zhang ,&nbsp;Yiqian Fang ,&nbsp;Yu Feng ,&nbsp;Rong Tang ,&nbsp;Xi Cao ,&nbsp;Yuanyuan Wang ,&nbsp;Qian Yang","doi":"10.1016/j.tsc.2024.101669","DOIUrl":"10.1016/j.tsc.2024.101669","url":null,"abstract":"<div><h3>Background</h3><div>In the new era, the professional ability requirements for nursing personnel are no longer limited to traditional nursing knowledge and skills, but pay more attention to the cultivation and enhancement of their diversified abilities, such as humanistic caring ability, creative thinking, and so on. As a new type of education model that integrates gamification, flipped learning, and problem-based learning, escape room teaching plays an important role in effectively developing and stimulating students' humanistic care ability and creative thinking.</div></div><div><h3>Purpose</h3><div>To investigate the effectiveness of an Escape Room teaching approach, clinical cases (C) as guide (G) and task (T) as driver (D) , within the CGTD model in the undergraduate Adult Nursing course.</div></div><div><h3>Method</h3><div>Using purposive sampling, 108 undergraduate nursing students in the class of 2020 were selected as the study subjects, and 11 innovative escape room teaching activities were conducted. Real clinical cases were selected, so that the student teams were immersed in clinical scenarios to complete the escape room game focusing on circulatory care, and the humanistic caring and creative thinking of the students in the two groups were compared before and after the intervention.</div></div><div><h3>Results</h3><div>Nursing students' humanistic care and creative thinking scores at the end of the instruction were significantly better than those before the escape room instruction (P&lt;0.05).</div></div><div><h3>Conclusion</h3><div>The use of the CGTD-based escape room teaching method applied to adult nursing practice courses is an innovative teaching strategy that integrates theoretical knowledge into the game, which can significantly improve undergraduate nursing students' humanistic caring ability and creative thinking.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"54 ","pages":"Article 101669"},"PeriodicalIF":3.7,"publicationDate":"2024-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142573394","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":"Enhancing classroom climate and emotional intelligence through board games: A mixed-methods case study with moroccan students of spanish as a foreign language","authors":"José M. Rodríguez-Ferrer ,&nbsp;Ana Manzano-León ,&nbsp;Anastasio García-Roca","doi":"10.1016/j.tsc.2024.101668","DOIUrl":"10.1016/j.tsc.2024.101668","url":null,"abstract":"<div><div>This mixed-methods case study explores the impact of board games on enhancing classroom climate and emotional intelligence among Moroccan students learning Spanish as a foreign language. The research employed a sample of 86 students. The experimental group implemented board games as an educational intervention over six sessions. The mixed-methods design incorporated quantitative surveys to assess changes in classroom climate and emotional intelligence and qualitative interviews to delve deeper into the students' perceptions and experiences. The findings indicate that board games positively affect classroom climate and emotional intelligence by fostering a collaborative and engaging learning environment. Qualitative results further reveal that the experience was universally perceived as enjoyable, engaging, and conducive to collaborative creativity. However, this study acknowledges some limitations, such as a relatively small sample size and the short-term nature of the intervention. Future research should investigate larger and more diverse samples, employing longitudinal studies to assess the long-term sustainability of these effects. In conclusion, this research illuminates the potential of board games as a valuable tool for enhancing a positive classroom climate, ultimately enriching the educational experience for students of Spanish as a foreign language.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"54 ","pages":"Article 101668"},"PeriodicalIF":3.7,"publicationDate":"2024-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142561342","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":"Geo-Virtual Reality (GVR): The creative materials to construct spatial thinking skills using virtual learning based metaverse technology","authors":"Purwanto ,&nbsp;Ahmad Hamdan ,&nbsp;Alfyananda Kurnia Putra ,&nbsp;Aripriharta ,&nbsp;Ivy Tan ,&nbsp;Siti Nur Farihah","doi":"10.1016/j.tsc.2024.101664","DOIUrl":"10.1016/j.tsc.2024.101664","url":null,"abstract":"<div><div>Integration between technology, pedagogic, and knowledge are an important requirement in learning geography. This requires support from learning media that adapts to the times. This era's learning media focuses more on Augmented Reality, Virtual Reality, and other technologies that give students the impression that they are seeing an object directly. This article aims to develop metaverse-based learning media in Geo-Virtual Reality. The method used is ADDIE (Analysis, Design, Development, Implementation and Evaluation)., a pre-test and post-test were carried out to test the influence and effectiveness of the media on students' spatial thinking skills. The influence was measured using the Paired Sample T-test, while the effectiveness was analyzed uses the N-Gain Score. The research results show sig &lt; 0.05, indicating that Geo-Virtual Reality (GVR) in learning affects students' spatial thinking skills. Meanwhile, the effectiveness test shows an N-Gain of 0.47 (medium level), which shows that the media can improve students' spatial thinking skills. However, what needs to be realized is that the use of media must be accompanied by a teacher who masters the content and can convey it to students to obtain optimal results.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"54 ","pages":"Article 101664"},"PeriodicalIF":3.7,"publicationDate":"2024-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142573393","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":"Modeling the contribution of grit, hope to perceptions of creativity among Chinese college EFL teachers","authors":"Jialing Sun,&nbsp;Yanyan Wang","doi":"10.1016/j.tsc.2024.101665","DOIUrl":"10.1016/j.tsc.2024.101665","url":null,"abstract":"<div><div>Although the importance of creativity is recognized in education, there is a dearth of research on how teachers’ commitment to students’ creative development is influenced by positive constructs. Therefore, the present study has examined how grit and hope facilitate teachers’ perceptions of creativity based on a modified Teaching for Creativity Scale (TCS) via the lens of positive psychology. For this purpose, data were gathered from 101 English as a foreign language (EFL) teachers. Then two structural models were constructed by partial least squares structural equation modeling (PLS-SEM) to examine the relationships among two sub-dimensions of grit: persistence of effort (PE) and consistency of interest (CI), hope, and TCS and self-perceived creativity (SPC). Results suggest that the revised instrument, TCS indicated high reliability and validity with a 4-factor structure. Secondly, there were significantly positive bivariate correlations among grit, hope, TCS, and SPC. Thirdly, the final two models fit the data sufficiently and CI positively affected both TCS and SPC through the mediator, hope. In contrast, PE could only directly predict TCS, not hope or SPC. Educational implications are also offered.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"54 ","pages":"Article 101665"},"PeriodicalIF":3.7,"publicationDate":"2024-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142534156","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":"Mental imagery in education: What impact on the relationships with visuospatial processing and school performance in junior high school students?","authors":"Elena Commodari ,&nbsp;Jasmine Sole ,&nbsp;Maria Guarnera ,&nbsp;Valentina Lucia La Rosa","doi":"10.1016/j.tsc.2024.101667","DOIUrl":"10.1016/j.tsc.2024.101667","url":null,"abstract":"<div><div>This study examined the relationship between mental imagery, visuospatial processing, and academic performance among junior high school students. The influence of these variables on learning outcomes in Italian, mathematics, art, and music was also investigated. Third-year students were tested using the Mental Imagery Test and Raven's Progressive Matrices. Gender differences were explored, revealing no significant differences in mental imagery and visuospatial processing. Higher mental imagery correlated with better academic performance, particularly in Italian and mathematics. Visuospatial processing mediated the relationship between mental imagery and academic performance in Italian and mathematics, suggesting its significant role in these subjects. However, this mediation was not significant for music and art, suggesting the involvement of alternative cognitive mechanisms. These findings highlight the importance of mental imagery and visuospatial processing in academic success, particularly in abstract subjects, and advocate for educational strategies targeting these cognitive domains to enhance not only student performance but also creativity and thinking skills.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"54 ","pages":"Article 101667"},"PeriodicalIF":3.7,"publicationDate":"2024-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142533678","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}