Thinking Skills and Creativity最新文献

{"title":"Opening doors: To cognitively curate creativity concepts in art education","authors":"Rebecca Heaton","doi":"10.1016/j.tsc.2025.101777","DOIUrl":"10.1016/j.tsc.2025.101777","url":null,"abstract":"<div><div>In this personal artographic inquiry paper, artistic engagements with doors and reflexive insights (of the artist, teacher, and researcher) help establish cognitive curation as a pedagogy and practice. In art education, practicing cognitive curation and cognitive curatorial pedagogy affords educators and learners critic, empathy, and autonomy in creative knowledge pursuits. When artography is used to cognitively curate doors open, as knowledge, which can transform understandings and systems. By demonstrating cognitive curations reflectively in curatorial pedagogy (applied during an M-Level Creativity and Visual Arts Education module), this paper opens five doors: navigating difference, accepting movement, engendering possibilities, building partnerships, and mobilizing knowledge complexities that could facilitate cognitive curation and cognitive curatorial pedagogy. By using artography to unravel the practice and pedagogy of cognitive curation, in this inquiry when teaching about creativity concepts, this paper responds to neoliberal art education barriers. It begins to show that using cognitive curatorial pedagogy could help curate and create autonomous, empathetic selves with permission to feel during creative educational experiences. Thus, using cognitive curation to bring forth and reinstate the intrinsic value of art education needed in global education systems.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"56 ","pages":"Article 101777"},"PeriodicalIF":3.7,"publicationDate":"2025-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143437520","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 effect of cooperative learning on senior high school students’ critical thinking in EFL writing: An intervention study","authors":"Yin Zhang ,&nbsp;Wenhui Qi ,&nbsp;Chunlai Xia ,&nbsp;Hui Sun ,&nbsp;Liping Chen","doi":"10.1016/j.tsc.2025.101765","DOIUrl":"10.1016/j.tsc.2025.101765","url":null,"abstract":"<div><div>Despite the importance of critical thinking (CT), the absence of CT still exists. Based on Paul-Elder CT model, this study conducted a quasi-experiment to explore the effects of cooperative learning (CL) on Chinese senior high students’ CT cultivation in EFL argumentative writing in terms of student-student interaction, peer feedback and teacher's intervention. 74 Chinese senior high school students from two different classes were selected as the subjects. Before and after the experiment, they were asked to write an argumentative writing and completed a questionnaire concerning CT dispositions. The collected data was analyzed by SPSS 27.0. The results indicated that CL can effectively improve students’ CT and writing scores and that there is a significantly high positive relationship between CT scores and writing scores. Furthermore, student-student interaction and peer feedback can improve students’ CT levels, especially in terms of analysis, clarification, reasoning, organization and evaluation and help them become more confident about their CT. Teachers’ CT intervention and instruction cannot be ignored which can strengthen students’ understanding of CT and avoid misconception. The findings of this study not only validate CL’s facilitative effects on argumentative writing, but also offer some pedagogical implications for CT cultivation.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"56 ","pages":"Article 101765"},"PeriodicalIF":3.7,"publicationDate":"2025-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143171357","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The impact of integrating ChatGPT with teachers’ feedback on EFL writing skills","authors":"Marjan Asadi ,&nbsp;Saman Ebadi ,&nbsp;Laleh Mohammadi","doi":"10.1016/j.tsc.2025.101766","DOIUrl":"10.1016/j.tsc.2025.101766","url":null,"abstract":"<div><div>This study examined the effects of integrating ChatGPT, a state-of-the-art AI chatbot, with teacher feedback to provide individualized writing feedback on English as a foreign language (EFL) essay writing task 2. It also explored the perspectives of eight teachers on integrating such AI tools ethically and effectively. The study employed an explanatory sequential mixed-methods design and randomly assigned 68 intermediate Iranian EFL learners to receive either a combination of ChatGPT and teacher feedback or teacher-only feedback on their IELTS Task 2 argumentative essays. The results of the Paired Samples t-Test indicated that the group that received a combination of teacher and ChatGPT feedback demonstrated a significantly greater improvement than the group receiving only teacher feedback on their IELTS Task 2 argumentative essays in all scoring criteria, including task achievement, coherence, cohesion, vocabulary, and grammar range and accuracy. Thematic analysis of semi-structured interviews with teachers in both conditions revealed concerns about plagiarism and overreliance on AI. The findings of this study highlight the transformative potential of integrating AI tools with traditional teaching methods to deliver personalized feedback, significantly advancing EFL learners’ writing proficiency and addressing practical challenges in writing instruction.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"56 ","pages":"Article 101766"},"PeriodicalIF":3.7,"publicationDate":"2025-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143103816","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 appropriate double blended learning environment based on the 4C/ID model to develop design thinking mindset","authors":"Zahra Vaqari Zamharir ,&nbsp;Morteza Karami ,&nbsp;Jamshid Jamali ,&nbsp;Mahmoud Saeidi Rezvani","doi":"10.1016/j.tsc.2025.101762","DOIUrl":"10.1016/j.tsc.2025.101762","url":null,"abstract":"<div><h3>Purpose</h3><div>Double blended learning is a unique and novel integration of teaching and learning contexts described in the 4C/ID paradigm. However, this issue still needs more investigation. The research compares the two levels of integration within the task in the 4C/ID model, i.e., the integration of a face-to-face classroom environment with a real work environment and the integration of a face-to-face classroom environment with a simulated environment, to develop students' design thinking and learning outcomes. The design thinking mindset allows learners to develop different levels of cognitive processes, including thinking skills, research skills, learning skills, self-exploration, creativity, and innovation. It also aids them to get set for the labor market and society.</div></div><div><h3>Method</h3><div>This research employed a pre-test, post-test experiment with a control group. The research subjects were selected from students of the educational sciences at Ferdowsi University of Mashhad, Iran. A total of 48 students were selected as a sample using convenience sampling, 24 of whom were randomly allocated to the experimental group and 24 were placed in the control group.</div></div><div><h3>Results</h3><div>Statistical analysis (ANCOVA and MANCOVA) showed that being in the real work environment improved learning outcomes and developed a design-thinking mindset compared to the simulated environment.</div></div><div><h3>Conclusions</h3><div>Acquiring the competency of a design thinking mindset is a complex learning process. Based on the results of this study, it can be said that presence in the real environment improves learning outcomes and the development of design thinking in educational programs for students of educational sciences.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"56 ","pages":"Article 101762"},"PeriodicalIF":3.7,"publicationDate":"2025-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143103814","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 Learning - A Configurative Review of Features and Practices","authors":"André Rabello-Mestre ,&nbsp;Ingunn Johanne Ness ,&nbsp;Vlad Petre Glăveanu","doi":"10.1016/j.tsc.2025.101775","DOIUrl":"10.1016/j.tsc.2025.101775","url":null,"abstract":"<div><div>The idea that learning and creativity are interrelated has experienced a renaissance in the last 20 years. Fashionable and suggestive, the concept of \"creative learning\" has found traction in educational policy and in progressive classrooms across the globe. This configurative review explores how the concept of creative learning has been understood and put into practice across 112 education studies since 2010. Specifically, the review addresses two questions: First, what are the constitutive features and actions that characterize creative learning? Second, what are the overarching themes that can be identified in the literature? The study reports on the findings of an extensive thematic analysis, which indicated four general approaches to creative learning: namely (1) <em>creative agency over learning</em>, (2) <em>affective and embodied pathways</em>, (3) <em>relational ecologies</em>, and (4) <em>learning by doing and making</em>. The review concludes with a discussion of each of these themes, deriving from them a set of practical recommendations and a revised definition of creative learning.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"56 ","pages":"Article 101775"},"PeriodicalIF":3.7,"publicationDate":"2025-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143103812","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":"Development and validation of the critical thinking in academic reading scale for english language teaching students (CTARS-ELT)","authors":"Saeed Abbasi-Sosfadi ,&nbsp;Mohammad Davoudi ,&nbsp;Seyed Mohammad Reza Amirian ,&nbsp;Gholamreza Zareian","doi":"10.1016/j.tsc.2025.101776","DOIUrl":"10.1016/j.tsc.2025.101776","url":null,"abstract":"<div><div>Although extensive research has been carried out on critical thinking within the field of ELT, a search of the literature revealed few studies which focus on the domain-specific assessment of critical thinking. Mostly, researchers of the field are consumers of domain-general scales. A highly questionable assumption could be that general critical thinking skills are transferrable to specific fields or domains in different disciplines. Taking this into account, this study intended to develop and validate a psychometrically multidimensional self-report instrument to measure critical thinking in the skill of reading for ELT students. Based on a thorough review of the existing literature on critical thinking and features of interactive reading, as well as the results of semi-structured interviews with a panel of experts, a hypothesized model which is composed of seven components was proposed, and a 41-item questionnaire was developed accordingly. The results of EFA confirmed the seven proposed components in the hypothesized model, and CFA indicated statistical support for all the factors and items. Furthermore, Cronbach's alpha test proved the reliability of the scale. Overall, Critical Thinking in Academic Reading Scale for ELT students (CTARS-ELT) can be considered a comprehensive guide to the assessment of CT skills in academic reading.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"56 ","pages":"Article 101776"},"PeriodicalIF":3.7,"publicationDate":"2025-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143103815","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 differences in learners' learning processes across collaborative knowledge construction tasks of diverse complexity: A multiple analysis","authors":"Si Zhang ,&nbsp;Zihan Yin ,&nbsp;Shuang Lu ,&nbsp;Zhihui Cai ,&nbsp;Qingqing Li","doi":"10.1016/j.tsc.2025.101774","DOIUrl":"10.1016/j.tsc.2025.101774","url":null,"abstract":"<div><div>A growing amount of attention has been paid to collaborative learning in the field of education. Group members' collaborative knowledge construction plays an important role in successful collaborative learning. Evidence has proven the implicit character of learners' collaboration and the fact that tasks of diverse complexity can promote the development of learners' cognitive abilities in different aspects. So we investigated how learners' collaborative knowledge construction processes varied across tasks of diverse complexity levels, combining explicit behavior with implicit physiological indicators. This study used content analysis, hyperscanning technology based on electroencephalograms (EEG), and epistemic network analysis (ENA) to analyze the data of 28 triads who participated in two 30-minute online collaborative tasks. According to the frequency results, learners' asking questions and planning (TaskPlan) behaviors in collaborative design tasks are significantly higher than those in collaborative concept explanation tasks. The ENA results further demonstrate that, in comparison to collaborative concept explanation tasks, the connectivity coefficients between asking questions and mutual understanding, planning (SociPlan) and mutual understanding, alongside monitoring (SociMoni) and mutual understanding are all higher in collaborative design tasks. Additionally, EEG data show that learners had higher inter-brain synchronization in the collaborative design task compared to the collaborative concept explanation task. The comprehensive analysis of multiple data points to the fact that in collaborative concept explanation tasks, learners place greater emphasis on the comprehension and construction of concepts, while in collaborative design tasks, learners attach more importance to social interactions among team members which calls for more asking questions and planning behaviors. The research findings can help teachers understand the collaborative learning processes of diverse complexity tasks. They can also give learners more specialized guidance and support accordingly.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"56 ","pages":"Article 101774"},"PeriodicalIF":3.7,"publicationDate":"2025-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143103857","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 qualitative metasynthesis: Interaction between mathematical modeling and higher order thinking","authors":"Dilara Ulker ,&nbsp;Aytug Ozaltun Celik","doi":"10.1016/j.tsc.2025.101773","DOIUrl":"10.1016/j.tsc.2025.101773","url":null,"abstract":"<div><div>In the current educational context, there is an increasing emphasis on developing students' higher-order thinking skills, along with a search for methods that effectively enhance these abilities. Mathematical modeling, with its problem structure that promotes complex and non-algorithmic thinking, is regarded as an approach that can create optimal conditions for fostering higher-order thinking skills. The existing literature provides valuable insights for practitioners on how to cultivate these skills in mathematics instruction while also guiding researchers in deepening their exploration of these constructs. In response to this need, we conducted a meta-synthesis study to thoroughly examine research focused on the relationship between mathematical modeling and higher-order thinking. Our objective was to explore both how higher-order thinking is reflected in the mathematical modeling process and how mathematical modeling contributes to the development of higher-order thinking skills. We synthesized 12 articles that met the quality criteria through an open-coding and categorization process. Our findings revealed a bidirectional relationship between mathematical modeling and higher-order thinking. Additionally, we identified several key factors that should be considered before, during, and after implementation to maximize the interaction between higher-order thinking and the mathematical modeling process. These factors include the context and structure of the mathematical modeling task, teacher actions during the modeling process, students' experiences, instructional elements, and the nature of the stages in the modeling process. The synthesized results offer valuable insights for practitioners seeking to improve classroom instruction and for researchers aiming to identify gaps in the field.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"56 ","pages":"Article 101773"},"PeriodicalIF":3.7,"publicationDate":"2025-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143171356","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":"Scratch teachers' perceptions of teaching computational thinking with school subjects in a constructionist approach","authors":"Simona Holstein,&nbsp;Anat Cohen","doi":"10.1016/j.tsc.2025.101772","DOIUrl":"10.1016/j.tsc.2025.101772","url":null,"abstract":"<div><div>In recent years, there has been increasing interest in integrating Computational Thinking (CT) into elementary schools. However, few studies have focused on teachers’ perceptions. This study aims to examine teachers' perceptions to bridge the gap between theory and practice. The study analysed teachers’ perceptions of integrating CT into school subjects through the constructionist approach, using Scratch a leading programming platform inspired by Resnick's Lifelong Kindergarten Constructionist model. Over a school year, 31 teachers participated in a professional development program and applied this model in their classrooms. The teachers were interviewed to capture their perceptions of learning and teaching using a constructionist method. The findings revealed that teachers with creative arts experience fully embraced the model, while others partially adopted it. Teachers recognized the benefits of constructionist teaching in fostering creativity, motivation, and engagement among students. However, they struggled with balancing these benefits with school demands and constraints. Challenges included managing time effectively within constraints of school and ensuring curriculum alignment. Despite this, many teachers found that the constructionist approach positively impacted students' learning engagement and personal development. By addressing the identified challenges, teacher education designers, curriculum developers, and schools can develop practices for closing the gap between theory and practice.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"56 ","pages":"Article 101772"},"PeriodicalIF":3.7,"publicationDate":"2025-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143103858","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":"Compositional tools based on artificial intelligence for choral artistic education: Enhancing creative skills in choral arrangements","authors":"Lele Zhang","doi":"10.1016/j.tsc.2025.101768","DOIUrl":"10.1016/j.tsc.2025.101768","url":null,"abstract":"<div><div>Artificial intelligence (AI) demonstrates significant advantages in the educational domain, including choral artistic education. The primary objective of this research is to empirically assess the impact of integrating AI into the traditional academic curriculum on the development of choral arrangement musical skills and creative abilities among students. The study was conducted among 70 third-year students at a Chinese university (45.71 % men and 54.29 % women), with an average age of 20.34 years. The evaluation utilized the Creative Skills Assessment Scale and a standardized methodology for assessing choral arrangement skills. The AI tool employed was the KITS AI program. In the experimental group, a significant increase in creative skills was observed: the ability for innovation increased by 6.26 points, originality of ideas by 5.88 points, and depth of musical understanding by 3.34 points. No statistically significant changes were observed in the control group. Progress was also noted in specific choral arrangement skills, where the experimental group showed improvement by 5.06 points in harmony selection, 4.2 points in voice distribution, and 5 points in melody and rhythm adaptation. Mann-Whitney criterion analysis confirmed that AI integration contributed to a substantial enhancement of both creative and specific musical skills compared to traditional teaching methods. Correlational analysis revealed a connection between creative abilities and musical skills, particularly between innovativeness and the effectiveness of voice distribution. The findings hold significant practical and scientific value, suggesting new approaches for music education and emphasizing the interdependence of creative and technical development in this domain.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"56 ","pages":"Article 101768"},"PeriodicalIF":3.7,"publicationDate":"2025-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143099676","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}