Thinking Skills and Creativity最新文献

{"title":"Promoting junior high school students’ creativity in maker education: The design thinking approach","authors":"Peng Chen ,&nbsp;Rong Wang ,&nbsp;Yuanyuan Ma","doi":"10.1016/j.tsc.2025.101764","DOIUrl":"10.1016/j.tsc.2025.101764","url":null,"abstract":"<div><div>Maker education is an emerging approach that fosters creativity in K-12 students. However, there is still much to learn about designing effective maker activities and curricula that foster creativity. Design thinking is an innovative methodology that guides the design process and promotes creativity. This study incorporated design thinking into maker education to investigate its impact on students’ creativity, including creative tendency, creative thinking, and design performance. The study lasted 12 weeks and involved 60 seventh-grade students from two classes at a junior high school in China. Both groups were taught how to use 3D design software and create artifacts, but the experimental group learned through a design thinking model. In contrast, the control group was taught using a traditional approach. The results indicated that integrating design thinking into maker education supports the development of creativity. Finally, the implications of these findings are discussed.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"56 ","pages":"Article 101764"},"PeriodicalIF":3.7,"publicationDate":"2025-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143099674","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":"SWOT analysis of Al empowered entrepreneurship education: Insights from digital learners in higher education","authors":"Xiaojing Weng ,&nbsp;Michelle Mingyue Gu ,&nbsp;Qi Xia ,&nbsp;Thomas K.F. Chiu","doi":"10.1016/j.tsc.2025.101763","DOIUrl":"10.1016/j.tsc.2025.101763","url":null,"abstract":"<div><div>Artificial Intelligence (AI), an educational innovation, has been adopted to facilitate diverse education contexts. While some educators utilized Al to empower entrepreneurship education, this digital strategy has not been explored comprehensively, especially from the perspective of higher education digital learners who use technology as their primary means of learning. To fill the gap, we conducted task-based interviews with 10 university digital learners after their participation of a digital learning and technology programme designed to foster creativity and entrepreneurship. In the interviews, students were invited to conduct SWOT analysis to examine the strengths and weaknesses of AI, along with its potential opportunities and threats in the context of entrepreneurship education. By collaboratively analysing the interview data with thematic analysis method, our study revealed the AI-empowered entrepreneurship education offers strengths like information support, personalized learning, and efficiency increase, but suffers from weaknesses like imprecise information, lack of interpersonal interaction, and technical limits. It provides opportunities like increased entrepreneurial chances, improved information access and fostering of entrepreneurship education 4.0. However, it may also pose threats like data security and privacy issues, over-reliance, ethical concerns, and educational inequality. We discuss the research findings, propose implications for educators to implement the digital strategy, and suggest future directions for entrepreneurship education practice and research to fully utilize AI in the subject.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"56 ","pages":"Article 101763"},"PeriodicalIF":3.7,"publicationDate":"2025-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143099673","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":"Relative age effect in creativity development: A longitudinal investigation","authors":"Dorota Maria Jankowska","doi":"10.1016/j.tsc.2025.101760","DOIUrl":"10.1016/j.tsc.2025.101760","url":null,"abstract":"<div><div>The Relative Age Effect (RAE) refers to the age differences between children within the same cohort or school year and the resulting impact on their development. The present longitudinal study aimed to investigate the presence of the RAE in the development of synthetic creative abilities among eight-year-old children (N = 286). The children's synthetic creative abilities were measured four times, in the 2nd and 3rd grades of elementary school, at six-month intervals, using the Test of Creative Thinking-Drawing Production. We tested two main hypotheses: (1) relatively older students would exhibit higher levels of synthetic creative abilities compared to their younger peers, and (2) the RAE would decrease as students progress through their school years. The results confirmed the presence of the RAE, with relatively older students consistently demonstrating higher creativity. The disparity in synthetic creative abilities between relatively older and younger students persisted over time. The study highlights the need for further research to better understand the long-term effects of the RAE on creativity.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"56 ","pages":"Article 101760"},"PeriodicalIF":3.7,"publicationDate":"2025-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143103859","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":"Understanding creative teaching in China: An empirical study by a narrative inquiry method","authors":"Weijing Han","doi":"10.1016/j.tsc.2025.101761","DOIUrl":"10.1016/j.tsc.2025.101761","url":null,"abstract":"<div><div>Attaining a precise comprehension of teachers’ perspectives on creativity is imperative for informing practice regarding the effective integration of creative teaching within the classroom. This study explored the multifaceted concept of creativity within the context of a private university in China, aiming to capture the perceptions of university teachers. A qualitative narrative inquiry approach was employed to explore the essence of creative teaching as understood by teachers in a culture that increasingly valued creativity and innovation. Findings revealed a complex interplay between traditional educational practices and the pursuit of creative teaching, highlighting the pragmatic and holistic nature of Chinese educational culture. Teachers’ narratives indicated the importance of aligning creative teaching with ultimate educational goals, addressing the challenges of traditional pedagogy, and fostering a bidirectional interaction between teachers and students. The main conclusion drawn from the findings was that the concept of creative teaching was not only characterized by creativity but also by significant socio-cultural features inherent within the field of education. The implications of this research extended beyond the Chinese context, offering insights into the development of educational practices that were both innovative and culturally attuned.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"56 ","pages":"Article 101761"},"PeriodicalIF":3.7,"publicationDate":"2025-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143099677","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 to set up a formal Design Thinking course that works? A practical guide for higher education settings","authors":"Sharon Guaman-Quintanilla ,&nbsp;Isabel Alcivar ,&nbsp;Guido Caicedo ,&nbsp;Patricia Everaert ,&nbsp;Katherine Chiluiza","doi":"10.1016/j.tsc.2025.101759","DOIUrl":"10.1016/j.tsc.2025.101759","url":null,"abstract":"<div><div>Design Thinking has been gaining ground in different disciplines at higher education institutions worldwide as it is seen as a way to develop 21st century student skills; especially creativity, problem solving and teamwork. It provides a student-centred approach linked to constructivist learning theory. However, the available literature fails to shed light on how to successfully facilitate Design Thinking for non-designers, not only to learn the methodology but also to improve such 21st century skills. This paper shares a thorough guide to assist any educator or educational manager interested in implementing an evidence-based intervention that has proven to teach Design Thinking while also improving key skills such as problem solving, creativity and teamwork. We provide full disclosure of a semester-wide intervention of a university level course for first-year undergraduate students enrolled in different programs. We present results about the course effectiveness from the point of view of students, facilitators and sponsors. Key features of this course design include: a stepwise approach to learn the Design Thinking methodology, class sessions that follow a hands-on approach with space for instant feedback, exposition to real-life problems and teamwork, and a classroom environment pertinent for teaching Design Thinking. This work not only provides theoretical and practical implications but also serves as a guiding framework for effective design facilitation, from non-designer facilitators to non-designer students, with potential to be applied, adjusted, or even rebuilt for diverse subject disciplines and specific contexts.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"56 ","pages":"Article 101759"},"PeriodicalIF":3.7,"publicationDate":"2025-01-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143099678","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":"Epistemic activities and epistemic emotions: The necessary yet insufficient conditions to generate, evaluate, and select creative ideas","authors":"Rogelio Puente-Díaz,&nbsp;Lizbeth Puerta-Sierra","doi":"10.1016/j.tsc.2025.101756","DOIUrl":"10.1016/j.tsc.2025.101756","url":null,"abstract":"<div><div>In creativity, innovation, and entrepreneurship education, students are driven by three questions: 1) Do I need to gather knowledge to generate, evaluate, and select creative ideas in business education? 2) How do I know what I know and the quality of my knowledge, and 3) How do I know that my ideas are creative enough? The short answers are: 1) Students need to gather information in the form of epistemic activities. Epistemic activities are needed, yet insufficient to acquire relevant knowledge to generate creative ideas. 2) Students appraise the state of their knowledge in four dimensions: Depth, usefulness, sufficiency, and validity. Epistemic emotions provide information to assess the state of knowledge. 3) Epistemic emotions play a crucial role in informing students about the originality and effectiveness of the ideas generated. Epistemic emotions are usually experienced regarding what students know and do not know in the stages of memory search and knowledge inquiry, candidate idea construction, and idea evaluation. Epistemic activities and emotions are needed to generate creative ideas in the fields of creativity, innovation, and entrepreneurship. We elaborated on the answers to these three questions, positing implications for education.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"56 ","pages":"Article 101756"},"PeriodicalIF":3.7,"publicationDate":"2025-01-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143099679","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":"Making a Makerspace in early childhood education: Effects on children's STEM thinking skills and emotional development","authors":"Weipeng Yang ,&nbsp;Luyao Liang ,&nbsp;Sixuan Xiang ,&nbsp;Ibrahim H. Yeter","doi":"10.1016/j.tsc.2025.101754","DOIUrl":"10.1016/j.tsc.2025.101754","url":null,"abstract":"<div><div>Makerspaces are used to promote classroom change and creativity for the 21st century. Building on the learning theory of Constructionism, this intervention study used a curriculum intervention program, “Making a Makerspace” (MM), to integrate the makerspace into Chinese kindergartens. We used a quasi-experimental research design to evaluate the effects of this curriculum intervention, with 120 children enrolled in the experimental classrooms, while the other 111 children enrolled in the waitlist control classrooms. Teacher-report child performance (<em>N</em> = 231) showed that the MM program resulted in significantly higher scores in children's STEM habits of mind in the intervention group, relative to the control group. Analyses of parent-report child behaviors revealed that there was a significant effect of the MM program on post-intervention temperamental surgency. Our evidence shows that such a scalable program encourages and guides teachers to build a positive learning environment for supporting young children's making and thinking in everyday preschool experiences. The makerspace further sets a solid foundation for the development of children's STEM thinking skills and socioemotional skills in a rapidly changing digital society.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"56 ","pages":"Article 101754"},"PeriodicalIF":3.7,"publicationDate":"2025-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143099681","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":"Exploring the differences in response characteristics to teacher scaffolding between the high- and low-performing groups during collaborative problem solving","authors":"Rui Wang ,&nbsp;Xiaoran Li ,&nbsp;Wanqing Hu ,&nbsp;Yanyan Li ,&nbsp;Jirong Tian","doi":"10.1016/j.tsc.2025.101753","DOIUrl":"10.1016/j.tsc.2025.101753","url":null,"abstract":"<div><div>Studies have highlighted the crucial role of student response to teacher scaffolding in achieving effective instructional intervention. This response, encompassing what students have said and done after receiving teacher scaffolding, can be categorized as either immediate uptake or delayed use according to the length of responding time. However, the empirical exploration of this statement in collaborative problem solving (CPS) context remains scarce, with few in-depth research investigating the specific differences in student response to teacher scaffolding within the context of CPS, especially in terms of immediate uptake and delayed use. This study aims to investigate student response to teacher scaffolding in a comprehensive perspective by comparing the immediate uptake and delayed use between high- and low-performing groups in CPS. Specifically, the distinction between high- and low-performing groups is based on the academic outcomes of their completed collaborative problem solving tasks. Employing an integrated method combining content analysis and sequential analysis, videos and discourse data were collected and analyzed to reveal the response characteristics of selected groups to teacher scaffolding throughout the activity. The results indicated that: (1) For immediate uptake, the high-performing groups were more likely to repeat, ask questions, and apply the teacher scaffolding, whereas the low-performing groups tended to respond, ignored or kept silent to the teacher scaffolding; (2) For delayed use, the low-performing groups exhibited less delayed use to teacher scaffolding compared to the high-performing groups, and the high-performing groups had a higher proportion of delayed uses in repeating and applying. (3) For response sequence from immediate uptake to delayed use, the high-performing groups tend to consistently use teacher scaffolding, whereas low-performing groups prefer to use it after responding or repeating the content of teacher scaffolding. Drawing upon these findings, this study proposed implications for educators on the use of teacher scaffolding in CPS, which will aid learners in more effectively engaging in collaborative problem solving tasks.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"56 ","pages":"Article 101753"},"PeriodicalIF":3.7,"publicationDate":"2025-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143099680","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 computational thinking assessment: A multimodal cognitive diagnostic approach","authors":"Sa Yang ,&nbsp;Sha Zhu ,&nbsp;Wei Qin","doi":"10.1016/j.tsc.2025.101752","DOIUrl":"10.1016/j.tsc.2025.101752","url":null,"abstract":"<div><div>Computational thinking (CT) is an essential skill students need if they are to adapt to the rise of digital society, and the evaluation of CT is crucial for enhancing students’ CT. However, the current evaluation of CT is based on a summative paradigm and ignores real CT performance during the assessment process. This study thus used a multimodal cognitive diagnostic model (H-MCDM) of students’ CT based on multimodal data in situational tasks, to achieve precise evaluation and explore the current mastery status of students’ CT and their cognitive and behavioral characteristics. The research results indicate that: 1) students’ CT was at a moderately high level and indicated a good grasp of the CT components of problem decomposition and algorithm design, but students had not yet mastered problem abstraction, 2) a total of six different CT latent patterns were discerned in the overall student results, 3) individual students who shared the same CT latent patterns could differ in their cognitive and behavioral characteristics, while those with different CT latent patterns could share similar characteristics. This study showed that it is possible to capture the degree of students’ mastery of CT and their cognitive and behavioral differences with the same or different CT latent patterns at a granular level, providing a basis for developing individualized strategies to enhance students’ CT.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"56 ","pages":"Article 101752"},"PeriodicalIF":3.7,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143103855","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":"Interaction-based creative thinking research and its application in artistic creation","authors":"Rouqin Wu,&nbsp;Jianxiong Fan,&nbsp;Chaolan Tang,&nbsp;Xian Yang","doi":"10.1016/j.tsc.2024.101750","DOIUrl":"10.1016/j.tsc.2024.101750","url":null,"abstract":"<div><div>Creative thinking plays a crucial role in guiding artistic creation. However, Traditional Creative Thinking (TCT) currently lacks scientific and actionable frameworks for artistic creation. This paper proposes Interaction-based Creative Thinking (IbCT) and uses a collage creation experiment to validate its effectiveness. The experiment identifies key factors involved in collage creation and recruits 35 designers each for the experimental group (using IbCT) and the control group (using TCT). The Think-aloud Protocol (TAP) was employed to record the verbal expressions of participants during the artistic creation process for coding. The Divergence Index (D), based on the Cognitive coding scheme, is used to evaluate the depth of thinking in artistic creation, while the Microscopic Ideation Index (I), based on the Micro-concept coding scheme, assesses the quantity of creativity in artistic creation. The data reveals that: (1) with the involvement of key factors, the experimental group significantly outperforms the control group in terms of D, increasing the frequency of cognitive activities in artistic design and promoting the depth of thinking in artistic creation. (2) Within the experimental group, D is higher when key factors are involved, confirming the positive impact of these factors on artistic creation. However, in the control group, no differences are observed regardless of whether key factors are involved. The IbCT proposed in this paper regards creative thinking as a result of the interaction of multiple key factors, providing directional direction for artistic creation and its thinking, and solving the research gap of TCT with weak directionality. This paper not only reveals the internal mechanism and cognitive model of IbCT, but also paves new pathways for artistic creation and provides new perspectives for artistic creation.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"56 ","pages":"Article 101750"},"PeriodicalIF":3.7,"publicationDate":"2024-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143103832","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}