Thinking Skills and Creativity最新文献_第3页

STEAM PBL as an educational panacea? Investigating its impact on creative thinking and academic achievement across subjects STEAM PBL是教育的灵丹妙药吗？调查其对创造性思维和跨学科学术成就的影响

IF 4.5 2区教育学

Thinking Skills and Creativity Pub Date : 2026-06-01 Epub Date: 2025-11-20 DOI: 10.1016/j.tsc.2025.102072

Hsu-Chan Kuo

{"title":"STEAM PBL as an educational panacea? Investigating its impact on creative thinking and academic achievement across subjects","authors":"Hsu-Chan Kuo","doi":"10.1016/j.tsc.2025.102072","DOIUrl":"10.1016/j.tsc.2025.102072","url":null,"abstract":"<div><div>Creative thinking is central to 21st-century education, and recent work in STEAM PBL education highlights the need for classroom models that can promote creativity and academic learning simultaneously. However, empirical evidence on structured, curriculum-embedded approaches that achieve both goals remains limited. This study evaluated the impact of a Tri-Phase STEAM project-based learning course that integrates Predict–Observe–Explain cycles (TPSP-POE) on sixth-graders’ creative thinking and academic achievement. A quasi-experimental design was employed to investigate the effectiveness of this innovative course over one academic semester, with 30 students in the experimental TPSP-POE group and 55 students in a comparison group that received traditional subject-based instruction. The same cohort of teachers taught both groups to ensure consistency in teaching quality and comparability. Creative thinking was assessed using PISA-aligned tasks, and academic achievement was measured through standardised tests. Findings indicated that the experimental group experienced significant improvements in both social and scientific creative thinking: students generated more diverse and original ideas, and improved in evaluating and refining others' ideas. In contrast, the comparison group exhibited either unchanged or declining performance across the subdimensions of creative thinking. The experimental group showed significant improvements in Science and Technology, Social Studies, and Mathematics; however, scores in English and Chinese remained unchanged. In the posttest, the experimental group also significantly outperformed its counterparts in Science and Technology and Social Studies. The study contributes a theoretically grounded and practically applicable framework that integrates STEAM, project-based learning, and Predict–Observe–Explain cycles to support the co-development of creative thinking and domain-specific learning to address real-world challenges.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"60 ","pages":"Article 102072"},"PeriodicalIF":4.5,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145797101","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Thinking skills in transdisciplinary curriculum integration: A service-learning project in a Spanish secondary school 跨学科课程整合中的思维技巧：西班牙中学服务学习项目

IF 4.5 2区教育学

Thinking Skills and Creativity Pub Date : 2026-06-01 Epub Date: 2025-12-21 DOI: 10.1016/j.tsc.2025.102115

Carlos Lage-Gómez , Ruth González-Pizarro , Arantza Campollo-Urkiza , Roberto Cremades-Andreu

{"title":"Thinking skills in transdisciplinary curriculum integration: A service-learning project in a Spanish secondary school","authors":"Carlos Lage-Gómez , Ruth González-Pizarro , Arantza Campollo-Urkiza , Roberto Cremades-Andreu","doi":"10.1016/j.tsc.2025.102115","DOIUrl":"10.1016/j.tsc.2025.102115","url":null,"abstract":"<div><div>Curricular integration based on a transdisciplinary approach poses a significant challenge in secondary education. This study analyses the development of creative thinking, problem-solving and decision-making, collaborative thinking and systemic thinking within a transdisciplinary service-learning project focused on sustainable development. The participants included 192 students and 17 teachers from 12 academic departments in a Spanish secondary school. A concurrent triangulation design was implemented using QUAL+QUAN data for a mixed-methods research approach with the results showing a connection between the explored thinking skills, and how problem-solving and decision-making were characterized by the development of analytical and applicative cognitive processes. Creative thinking in artistic areas was marked by originality and divergent thinking, which contrasted with the convergent and analytical nature of the thinking used in the scientific and mathematical fields. Critical thinking was cultivated through cognitive processes of analysis and evaluation across all areas, both transversally and through continuous feedback during the various activities. Collaborative thinking emerged at an integral level, influenced by the methodological approach. The transdisciplinary approach significantly contributed to the development of systemic thinking, which enabled a comprehensive understanding of complex social and ecological issues. This approach fostered: (1) a world-centered perspective in the various disciplines; (2) the application of knowledge in real-world situations through a practical and experiential focus; (3) creative expression through various forms of communication; (4) the awareness of social and environmental issues, all leading to the proposal of innovative solutions.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"60 ","pages":"Article 102115"},"PeriodicalIF":4.5,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145883798","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Embracing ambiguity: Student experiences, creativity and confidence in the context of a novel interdisciplinary undergraduate course 拥抱模棱两可：学生的经验，创造力和信心在一个新的跨学科本科课程的背景下

IF 4.5 2区教育学

Thinking Skills and Creativity Pub Date : 2026-06-01 Epub Date: 2025-12-18 DOI: 10.1016/j.tsc.2025.102110

Lillian Smyth , Riemke Aggio-Bruce , Elisa Crossing , Bethany R. Lincoln , Vicki A. Stanojevic , Krisztina Valter , Alexandra L. Webb

{"title":"Embracing ambiguity: Student experiences, creativity and confidence in the context of a novel interdisciplinary undergraduate course","authors":"Lillian Smyth , Riemke Aggio-Bruce , Elisa Crossing , Bethany R. Lincoln , Vicki A. Stanojevic , Krisztina Valter , Alexandra L. Webb","doi":"10.1016/j.tsc.2025.102110","DOIUrl":"10.1016/j.tsc.2025.102110","url":null,"abstract":"<div><h3>Background</h3><div>The current study is a multi-year, multi-perspective evaluation of an innovative, interdisciplinary undergraduate course. The course was designed around three key innovations, with a view to addressing barriers to creativity identified in the literature.</div></div><div><h3>Methods</h3><div>The study design is a form of educational action research where the course proceeds through an iterative cycle of being piloted, evaluated and adjusted. The study was devised to answer four broad research questions and provided analysis of text-based submissions, surveys, interview and focus-groups to provide a nuanced picture of student experiences and the impacts on outcomes and approaches to knowledge construction.</div></div><div><h3>Results</h3><div>Key elements of the course that were valuable included building tolerance for uncertainty, being given space for exploration, being pushed beyond habitual patterns, opportunities to build resilience, embodied and self-anchored experiences of learning and opportunities to experience awe.</div></div><div><h3>Conclusions</h3><div>We provide a body of evidence and documentation of teaching practice aimed toward an interdisciplinary, embodied approach to teaching a course that seeks to promote creativity, confidence and transdisciplinary thinking in undergraduate students. The course has demonstrated some success toward its goals, but also raised a number of questions for future research.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"60 ","pages":"Article 102110"},"PeriodicalIF":4.5,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145883797","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Effects of troubleshooting robotics learning on students’ engagement, computational thinking, and programming skills 机器人故障排除学习对学生参与、计算思维和编程技能的影响

IF 4.5 2区教育学

Thinking Skills and Creativity Pub Date : 2026-06-01 Epub Date: 2025-11-26 DOI: 10.1016/j.tsc.2025.102068

Yang Wang

{"title":"Effects of troubleshooting robotics learning on students’ engagement, computational thinking, and programming skills","authors":"Yang Wang","doi":"10.1016/j.tsc.2025.102068","DOIUrl":"10.1016/j.tsc.2025.102068","url":null,"abstract":"<div><div>Learning engagement is an important indicator of active learning outcomes. Computational thinking is a basic competency required in the 21st century. Troubleshooting learning is helpful to enhance students’ computational thinking and engagement, as its targeted error analysis addresses traditional learning’s limitation of insufficient guidance on error-prone points. However, the role of troubleshooting in students’ engagement and computational thinking in robotics programming learning is to be explored. To fill in this gap, the current study explored the effects of troubleshooting robotics programming learning on students’ engagement, computational thinking, and programming skills. A quasi-experimental study was conducted to explore the effects of troubleshooting learning on students’ robotics programming learning by comparing students’ learning results in two courses instructed by the same instructor (one instructed with a problem-based method, the other instructed with a troubleshooting method). The participants were seventy-nine students from a university in China. Questionnaires, tests, and work analyses were used to measure students’ engagement, computational thinking, and programming skills. The results indicated that troubleshooting learning is more effective in enhancing students’ engagement (i.e., behavioral, cognitive, and emotional engagement), computational thinking (i.e., cooperativity, critical thinking, and creativity) and programming learning (i.e., data representation). The findings provide insight into troubleshooting-supported robotics programming learning. Different types of troubleshooting tasks with progressive difficulty are effective in enhancing students’ learning. Troubleshooting could be used in the early stages of programming learning to help students master the error prone areas of programming.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"60 ","pages":"Article 102068"},"PeriodicalIF":4.5,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145690751","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Facilitating computational thinking with AI: A three-level meta-analytic evidence for future-ready learning 用人工智能促进计算思维：面向未来学习的三层元分析证据

IF 4.5 2区教育学

Thinking Skills and Creativity Pub Date : 2026-06-01 Epub Date: 2025-11-19 DOI: 10.1016/j.tsc.2025.102070

Yuru Lin, Yi Zhang, Yuqin Yang, Shidan Pan, Xu Ren, Dengkang Chen

{"title":"Facilitating computational thinking with AI: A three-level meta-analytic evidence for future-ready learning","authors":"Yuru Lin, Yi Zhang, Yuqin Yang, Shidan Pan, Xu Ren, Dengkang Chen","doi":"10.1016/j.tsc.2025.102070","DOIUrl":"10.1016/j.tsc.2025.102070","url":null,"abstract":"<div><div>The integration of artificial intelligence (AI) tools in education to promote computational thinking (CT) among students has become a trending topic of research; however, there is no consensus on the impact of such tools on CT. Qualitative syntheses regarding both the effect of AI tools and how to unleash their power more effectively are also lacking. Using a three-level meta-analytic approach, this study evaluated the effectiveness of AI tools in improving students’ CT and investigated the various moderating variables. A total of 32 empirical studies with 44 effect sizes were included in this meta-analysis, and the results showed that AI tools have a significant and moderately large effect on students’ CT (Hedges’s <em>g</em> = 0.75, 95 % CI [0.55, 0.95], <em>p</em> < 0.0001). Moderator analyses revealed that AI technologies, the application of AI tools, as well as tool customization and its method, and sample size significantly influence the effectiveness of AI tools. Other moderators—including region, publication year, subject disciplines, instructional approach, collaboration type, intervention duration, gender, and educational level—appeared to be universally effective in promoting student CT. Overall, this meta-analysis contributes to both the academic understanding and practical application of AI tools in CT education to help students prepare for the smart society of the future.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"60 ","pages":"Article 102070"},"PeriodicalIF":4.5,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145623968","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Qian Xuesen’s question Ⅱ: How and when does collectivism affect divergent thinking? 钱学森的问题Ⅱ：集体主义是如何以及何时影响发散思维的？

IF 4.5 2区教育学

Thinking Skills and Creativity Pub Date : 2026-06-01 Epub Date: 2025-11-26 DOI: 10.1016/j.tsc.2025.102092

Yuxin Shi , Fangxing Chen , Ya Gao , Wanjun Zhou , Le Wang , Shou Wang , Qingbai Zhao , Quanlei Yu

{"title":"Qian Xuesen’s question Ⅱ: How and when does collectivism affect divergent thinking?","authors":"Yuxin Shi , Fangxing Chen , Ya Gao , Wanjun Zhou , Le Wang , Shou Wang , Qingbai Zhao , Quanlei Yu","doi":"10.1016/j.tsc.2025.102092","DOIUrl":"10.1016/j.tsc.2025.102092","url":null,"abstract":"<div><div>The relationship between culture and divergent thinking has received extensive attention from scholars, but its internal mechanism is still unclear. Although our previous studies suggest that the characteristics of divergent thinking in collectivist cultural tendency may be due to the structural properties of its semantic network, direct evidence is lacking. Therefore, this study aims to explore the internal mechanism of the influence of collectivist cultural tendency on divergent thinking by measuring semantic network structure. A total of 151 participants were assessed by measuring collectivism-individualism tendencies, fluid intelligence, semantic network, and divergent thinking. The results indicated that fluid intelligence moderates the relationship between collectivism and semantic network, meanwhile, the interaction between collectivism and fluid intelligence influences the originality of divergent thinking through semantic network. These findings enhance our theoretical understanding of creative differences across various cultural tendencies.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"60 ","pages":"Article 102092"},"PeriodicalIF":4.5,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145623970","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Integrating an educational chatbot in an undergraduate-level linguistics course: Cognitive load and student engagement 在本科语言学课程中整合教育聊天机器人：认知负荷与学生参与

IF 4.5 2区教育学

Thinking Skills and Creativity Pub Date : 2026-06-01 Epub Date: 2025-12-05 DOI: 10.1016/j.tsc.2025.102099

Derya Uysal

{"title":"Integrating an educational chatbot in an undergraduate-level linguistics course: Cognitive load and student engagement","authors":"Derya Uysal","doi":"10.1016/j.tsc.2025.102099","DOIUrl":"10.1016/j.tsc.2025.102099","url":null,"abstract":"<div><div>Artificial intelligence in education increasingly leverages chatbots to provide on-demand support across diverse academic contexts. This study examined a curriculum-aligned chatbot in <em>Structure of English</em>, a first-year ELT course, focusing on student engagement and endline cognitive load through a Cognitive Load Theory lens. The design was an embedded single-case study with three units of analysis: behavioral engagement, affective engagement, and endline cognitive load. Participants were first-year ELT majors at a public university. Instruments included interaction logs, per-interaction satisfaction ratings (1–5), the 10-item Leppink Cognitive Load Scale (α = 0.849), and two open-ended questions on effectiveness, limitations, and improvement. Results showed that students submitted 6010 prompts ranging from 1 to 332 words (∼1–2236 characters), indicating both quick checks and multi-sentence inquiries. Weekly chatbot use tracked the assessment calendar: after a quiet start, it stabilized (≈250–500 queries/week) before the midterm, declined post-midterm, and surged sharply before the final (≈2500), indicating that exam timing strongly shaped behavioral engagement. Mean satisfaction was 4.28/5. Perceived usefulness emphasized independent learning (anytime/anywhere clarification), syllabus-aligned explanations, and better usability than the coursebook. Limitations included typo sensitivity, coverage gaps, and occasional irrelevant or repetitive replies. Endline cognitive load scores were IL = 6.01 (high), EL = 3.64 (low to moderate), and GL = 5.89 (medium). In conclusion, a course-aligned, outside-class chatbot was associated with frequent, varied engagement and positive perceptions, while yielding a CL profile typical of dense, abstract content—high IL, low to moderate EL, and medium GL.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"60 ","pages":"Article 102099"},"PeriodicalIF":4.5,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145747205","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

From rote learning to critical inquiry: fostering higher order thinking skills through collaborative questioning in a rural secondary English-medium science classroom 从死记硬背到批判性探究：在农村中学英语科学课堂中通过合作提问培养更高层次的思维技能

IF 4.5 2区教育学

Thinking Skills and Creativity Pub Date : 2026-06-01 Epub Date: 2025-12-03 DOI: 10.1016/j.tsc.2025.102093

Harsha Dulari Wijesekera , Ruzaika Hameed

{"title":"From rote learning to critical inquiry: fostering higher order thinking skills through collaborative questioning in a rural secondary English-medium science classroom","authors":"Harsha Dulari Wijesekera , Ruzaika Hameed","doi":"10.1016/j.tsc.2025.102093","DOIUrl":"10.1016/j.tsc.2025.102093","url":null,"abstract":"<div><div>Fostering higher-order thinking for inquiry-driven learning is a critical priority in Sri Lanka’s English-Medium Instruction (EMI) science classrooms, where examination-oriented learning and English language barriers limit critical thinking and meaningful cognitive engagement. This practitioner interventionist action research (PIAR) examined how to foster higher-order thinking (HOT) in EMI science classrooms in Sri Lanka. Twenty-one eighth-grade students participated in a mixed-method, quasi-experimental single-group pre-test/post-test design. The intervention comprised two strategies: “What If” questioning and “Notice and Wonder” within collaborative groups. Findings revealed a significant improvement in HOT, with students' mean test scores increasing from pre- to post-test. Qualitative analysis of student perceptions and teacher reflections indicated enhanced deeper cognitive engagement by necessitating co-construction of knowledge through peer feedback and increased problem-solving autonomy - shifting students towards a more analytical mindset. Students also demonstrated greater curiosity and willingness to engage with complex scientific concepts. By showing how simple yet intentional strategies can expand learning opportunities in linguistically and resource-constrained EMI contexts, this study contributes to understanding how HOT can be cultivated in environments where rote memorization dominates. The study provides insights into effective pedagogic practices, curriculum design, and education policy. It also suggests that targeted interventions can transform classroom culture by bridging language, content, and thinking skills gaps in science education.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"60 ","pages":"Article 102093"},"PeriodicalIF":4.5,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145747236","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The effects of teaching initiative, ICT application, and teaching collaboration on teachers’ creative thinking: Latent profile and multiple logistic regression analysis 教学主动性、信息通信技术应用和教学协作对教师创造性思维的影响：潜在特征和多元逻辑回归分析

IF 4.5 2区教育学

Thinking Skills and Creativity Pub Date : 2026-06-01 Epub Date: 2025-12-06 DOI: 10.1016/j.tsc.2025.102102

Hongde Wu, Guannan Wu, Runbing Yang, Mengqi Lin, Weizhong Zhang

{"title":"The effects of teaching initiative, ICT application, and teaching collaboration on teachers’ creative thinking: Latent profile and multiple logistic regression analysis","authors":"Hongde Wu, Guannan Wu, Runbing Yang, Mengqi Lin, Weizhong Zhang","doi":"10.1016/j.tsc.2025.102102","DOIUrl":"10.1016/j.tsc.2025.102102","url":null,"abstract":"<div><div>Creative thinking is a core ability for teachers to adapt to educational reform, yet it is shaped by multiple factors, especially amid widespread information and communications technology (ICT) use. Guided by self-determination theory (SDT), this study drew on the Teacher Questionnaire of the Programme for International Student Assessment (PISA) 2022 data from 4069 teachers in Hong Kong and Macao Special Administrative Region, China, and used Mplus 8.3 for latent profile analysis (LPA) and multivariate logistic regression. Results showed teachers’ creative thinking can be divided into five classes: low, medium-low, medium, medium-high, and high. Taking the low class as a reference, teaching initiative and teaching collaboration positively predicted medium, medium-high, and high classes, while ICT application positively predicted medium-low, medium, medium-high, and high classes, with the three factors’ effects strengthening as class level rose. Additionally, demographic variables differentially predicted classes: gender and age were negative predictors, while region and subject were positive predictors. These findings advance understanding of factors influencing teachers’ creative thinking in contemporary education and inform efforts to foster this ability.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"60 ","pages":"Article 102102"},"PeriodicalIF":4.5,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145747238","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Pedagogical mediation with ICT for the development of critical thinking in primary education: A systematic review 信息通信技术对小学教育批判性思维发展的教学调解：系统回顾

IF 4.5 2区教育学

Thinking Skills and Creativity Pub Date : 2026-06-01 Epub Date: 2025-11-24 DOI: 10.1016/j.tsc.2025.102085

León-Díaz Fredy, Boude Oscar, Vargas-Sanchez Ana

{"title":"Pedagogical mediation with ICT for the development of critical thinking in primary education: A systematic review","authors":"León-Díaz Fredy, Boude Oscar, Vargas-Sanchez Ana","doi":"10.1016/j.tsc.2025.102085","DOIUrl":"10.1016/j.tsc.2025.102085","url":null,"abstract":"<div><div>Given the recognized role of critical thinking in 21st-century education, this study presents a systematic review evaluating the impact of pedagogical mediation with Information and Communication Technologies (ICT) in strengthening this competence in primary education students. Following the PRISMA methodology, an exhaustive search in the Scopus and WoS databases identified 81 empirical studies for in-depth analysis. This review explores pedagogical methodologies integrating ICT and their effectiveness in fostering skills such as problem-solving, analysis, and argumentation.</div><div>The results reveal three key patterns: (1) a persistent tension between the complex theoretical conceptualizations of critical thinking and the often-simplified quantitative methods used for its evaluation; (2) the primacy of pedagogy over technology, where the effectiveness of ICT is contingent on the robustness of the active learning design (e.g., Problem-Based Learning, inquiry); and (3) contextual factors, such as cultural norms and socioeconomic conditions, significantly moderate the implementation and impact of these interventions.</div><div>It is concluded that while ICTs are effective catalysts, they serve to amplify robust pedagogical strategies, not replace them. The teacher's role as a designer of learning experiences is central. Based on these findings, a pedagogical integration proposal is outlined, aimed at articulating active methodologies, intentional use of ICT, and explicit development of digital media literacy to foster critical and responsible digital citizenship.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"60 ","pages":"Article 102085"},"PeriodicalIF":4.5,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145690752","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0