Thinking Skills and Creativity最新文献_第3页

Analyzing students’ critical thinking processes based on falsification heuristic experiment

IF 3.7 2区教育学

Thinking Skills and Creativity Pub Date : 2025-02-18 DOI: 10.1016/j.tsc.2025.101791

Wencheng Liu , Bo Liu , Chao Chen , Yifei Han , Gaofeng Li

{"title":"Analyzing students’ critical thinking processes based on falsification heuristic experiment","authors":"Wencheng Liu , Bo Liu , Chao Chen , Yifei Han , Gaofeng Li","doi":"10.1016/j.tsc.2025.101791","DOIUrl":"10.1016/j.tsc.2025.101791","url":null,"abstract":"<div><div>This study explored the critical thinking processes of high school students in the context of genetic mutations by focusing on how they handled conflicting evidence during a falsification heuristic experiment. Of a convenience sample of 104 11th-grade students from Xi'an, China, who participated in a pen-and-paper test designed to identify a specific understanding of genetic mutations, eight students were ultimately chosen for the falsification heuristic experiment. Based on the data collected from the pen-and-paper tests and classroom dialogues conducted during the experiment, we used Strauss and Corbin's qualitative coding method to analyze the students’ critical thinking processes. The findings indicate that questioning can prompt students to re-evaluate and shift their evaluation criteria. While the reasoning process influenced the students’ approaches to problem-solving, it did not directly determine their final judgments. Instead, students’ well-structured experiential knowledge guided their ability to accurately judge and adapt to conflicting evidence. Furthermore, falsification heuristic tools enhanced students’ critical thinking by facilitating a shift from confirmation to falsification when faced with contradictory evidence. These empirical insights may develop educational interventions to foster students’ critical thinking skills.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"56 ","pages":"Article 101791"},"PeriodicalIF":3.7,"publicationDate":"2025-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143453390","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

Exploring primary school students drawing solutions to problems in STEM activities

IF 3.7 2区教育学

Thinking Skills and Creativity Pub Date : 2025-02-18 DOI: 10.1016/j.tsc.2025.101790

Kuay-Keng Yang

{"title":"Exploring primary school students drawing solutions to problems in STEM activities","authors":"Kuay-Keng Yang","doi":"10.1016/j.tsc.2025.101790","DOIUrl":"10.1016/j.tsc.2025.101790","url":null,"abstract":"<div><div>The Next Generation School Science framework explicitly notes that the engineering design process should be integrated with science activities (NRC, 2012). Yet, studies on the design of teaching practices have been limited. This study explored the effectiveness of combining the engineering design process with scientific inquiry activity on student problem-solving performance. A quasi-experimental two-group pretest-posttest design was conducted with an experimental group and a comparison group. Experimental group students (<em>n</em> = 16) participated in ten consecutive two-hour after-school lessons with four themes of integrated Scientific Inquiry and Engineering Design Process (i-SI&EDP) activities. Comparison group students (<em>n</em> = 19) attended other free-choice learning activities. Both groups were asked to respond to the engineering-based problem-solving test (EPST) at the beginning and end of the intervention. The analysis of covariance revealed that students in the experimental group scored significantly higher on the engineering-based problem-solving test, specifically in the 'idea creation and design sketching' indicator. Additionally, a qualitative analysis of students' problem-solving drawings suggested that structured and continuous after-school learning activities enhance visual thinking and the ability to conceptualize ideas while considering task constraints and appropriateness for production. As a STEM approach, the findings suggest that the i-SI&EDP shows potential for redesigning teaching and learning within the existing science curriculum to enhance students' problem-solving in engineering-based tasks.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"56 ","pages":"Article 101790"},"PeriodicalIF":3.7,"publicationDate":"2025-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143465002","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

Parenting behavior and creativity: Multiple mediating effects of openness to experience and creative self-efficacy and genetic moderation of effects

IF 3.7 2区教育学

Thinking Skills and Creativity Pub Date : 2025-02-18 DOI: 10.1016/j.tsc.2025.101792

Si Si, Yan Su, Jinghuan Zhang

引用次数: 0

Meaning making in an art context affects semantic distance: The case of semantic inconsistencies in written language

IF 3.7 2区教育学

Thinking Skills and Creativity Pub Date : 2025-02-16 DOI: 10.1016/j.tsc.2025.101788

Marina Iosifyan, Judith Wolfe, Brendan Wolfe

{"title":"Meaning making in an art context affects semantic distance: The case of semantic inconsistencies in written language","authors":"Marina Iosifyan, Judith Wolfe, Brendan Wolfe","doi":"10.1016/j.tsc.2025.101788","DOIUrl":"10.1016/j.tsc.2025.101788","url":null,"abstract":"<div><div>When people know they are encountering art, that awareness may change how they interpret what they experience. However, it is not clear how engaging with art affects cognition in everyday life. This collection of studies investigates how meaning-making in an art context influences semantic distance. Semantic distance involves connecting weakly-related concepts and plays an important role in cognitive processes such as memory and creativity. Across four studies, participants attributed meaning to semantically incongruent sentences («Most cats see well at court”), believing either that they were or were not created by artists. We then measured the effects on semantic distance using a network-based approach (Studies 1 and 2) and a sensorimotor distance-based approach (Studies 3 and 4). In Studies 1 and 2, participants decided whether two words were related or unrelated in word pairs with varying path lengths (e.g., ashtray-smoking, sea-survey). In Studies 3 and 4, participants made similar decisions for word pairs that were either closely associated ('to see' – 'colour') or distantly associated ('to see' – 'song') with different sensory modalities. In Studies 1 and 3, both prime and target words were presented without time limitations, and participants in the art condition evaluated distant word pairs as more strongly associated compared to those in the baseline condition. In Studies 2 and 4, participants performed similar tasks, but prime and target words appeared only briefly, reducing the influence of top-down deliberation processes and decreasing the observed effects. These findings suggest that meaning-making in an art context facilitates connecting distant concepts, offering insights into how art impacts cognition in everyday life.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"56 ","pages":"Article 101788"},"PeriodicalIF":3.7,"publicationDate":"2025-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143453392","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}

引用次数: 0

A critical thinking thematic framework and observation tool for improved theory and developing secondary teachers’ instructional practice: Proof of concept

IF 3.7 2区教育学

Thinking Skills and Creativity Pub Date : 2025-02-14 DOI: 10.1016/j.tsc.2025.101787

Derek Shafer

{"title":"A critical thinking thematic framework and observation tool for improved theory and developing secondary teachers’ instructional practice: Proof of concept","authors":"Derek Shafer","doi":"10.1016/j.tsc.2025.101787","DOIUrl":"10.1016/j.tsc.2025.101787","url":null,"abstract":"<div><div>Theoretical understandings of critical thinking, including how it is positioned and developed across educational contexts, remains contentious. While critical thinking features across school curricula internationally with increasing prominence as an educational priority for young people, efforts to explore and develop secondary teachers’ practices of critical thinking reveal diverse theoretical influences and instructional approaches, without reaching a consensus model of best practice. To address this, a new critical thinking thematic framework was developed towards reconciling theoretical tensions within the question of: what is critical thinking?, so that understandings of what it might look like as part of teacher instructional practice can be developed. Together with this thematic framework, a critical thinking observation tool and thematic coding guide were constructed to code and analyse teacher interview and classroom observations in order to guide a year-long investigation of secondary teachers’ beliefs and practices of critical thinking.</div><div>Applied across multiple studies within a design-based research project, this critical thinking thematic framework enabled the effective exploration and dissemination of secondary teachers’ perceptions and instructional practices of critical thinking across English, Social Science and Science subject contexts. Engaged as a community of practice, and supported with contextualised evidence, 28 participant teachers across five New Zealand secondary schools were able to reflect their beliefs and practices for future planning. Significant shifts in the frequency and conceptual nature of teachers’ beliefs and practices of critical thinking in response to professional development across repeated measures suggest that the Critical Thinking Thematic Framework and Observation Tool can be employed to produce consistent and reliable coding of beliefs and practices with effective researcher training.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"56 ","pages":"Article 101787"},"PeriodicalIF":3.7,"publicationDate":"2025-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143453180","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}

引用次数: 0

Navigating the landscape of creative teaching: Challenges and opportunities in teacher preparation programs

IF 3.7 2区教育学

Thinking Skills and Creativity Pub Date : 2025-02-11 DOI: 10.1016/j.tsc.2025.101785

Kothar Talib Sulaiman AL Harrasi Dr

{"title":"Navigating the landscape of creative teaching: Challenges and opportunities in teacher preparation programs","authors":"Kothar Talib Sulaiman AL Harrasi Dr","doi":"10.1016/j.tsc.2025.101785","DOIUrl":"10.1016/j.tsc.2025.101785","url":null,"abstract":"<div><div>This study investigates the integration of Creative Teaching (CT) within teacher preparation programs in Oman, focusing specifically on the implementation and conceptualization of CT during microteaching sessions in a practicum course. Utilizing a qualitative methodology, the research explores the beliefs and practices of 32 teacher trainees across four classes in two colleges. Data were collected through document analysis, video-recorded classroom observations, and semi-structured interviews, spanning nine weeks. The results underscore the notable barriers and facilitators affecting CT in teacher education, particularly focusing on the intricate interaction among institutional constraints, trainees’ beliefs regarding CT, and their creative self-efficacy. These elements determine how trainees interact with CT, posing challenges and presenting opportunities for reform. This study enhances the understanding of CT's incorporation into teacher preparation programs and provides practical recommendations for enhancing microteaching practices and teacher training programs, in Oman and worldwide. The study recommends a re-evaluation of pedagogical frameworks, assessment criteria, and training methods to enhance the promotion of creativity in future educators.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"56 ","pages":"Article 101785"},"PeriodicalIF":3.7,"publicationDate":"2025-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143453391","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

Impact of a systematically designed computer-supported argument visualization tutorial on the skill of argument analysis

IF 3.7 2区教育学

Thinking Skills and Creativity Pub Date : 2025-02-10 DOI: 10.1016/j.tsc.2025.101786

Berty Nsolly Ngajie , Chien-Yuan Su , Yan Li , Dawit Tibebu Tiruneh

{"title":"Impact of a systematically designed computer-supported argument visualization tutorial on the skill of argument analysis","authors":"Berty Nsolly Ngajie , Chien-Yuan Su , Yan Li , Dawit Tibebu Tiruneh","doi":"10.1016/j.tsc.2025.101786","DOIUrl":"10.1016/j.tsc.2025.101786","url":null,"abstract":"<div><div>Several studies have shown that computer-supported argument visualization (CSAV) tools improve students' argument analysis skills. However, instructional principles for designing CSAV tools to improve students’ argument analysis have been inadequately investigated. This paper examines the effect of a systematically designed CSAV tutorial on promoting students' argument analysis and writing skills in a non-English major course. The tutorial's design follows Merrill's (2023) First Principles of Instruction model. The study adopts a single-group pretest-posttest design, with participants consisting of 41 sophomores enrolled in the Modern Education Technology course at a Chinese university. In the pretest, students were instructed to (1) identify the components of the argument structure in a pre-assigned short text with two opposing views (argument analysis) and (2) write an argumentative essay. After receiving the designed tutorial lessons for seven weeks (2 hours and 45 minutes each week), they were post-tested on extracting the argument structure from a given text and demonstrating it in their argumentative essays. Participants scored significantly higher in argument analysis and argumentative writing in the post-test compared to the pre-test. These findings suggest that a systematic design of a CSAV tutorial improves students’ skills in argument analysis and writing argumentative essays. Instructional design principles that enhance students' argument analysis and writing skills are discussed.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"56 ","pages":"Article 101786"},"PeriodicalIF":3.7,"publicationDate":"2025-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143444628","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

Critical thinking in the cultural components of EFL textbooks: CCR model and its application

IF 3.7 2区教育学

Thinking Skills and Creativity Pub Date : 2025-02-09 DOI: 10.1016/j.tsc.2025.101782

Abbas Ali Rezaee , Elaheh Saleh

引用次数: 0

Dialogic education for sustainable development as a pathway to critical thinking

IF 3.7 2区教育学

Thinking Skills and Creativity Pub Date : 2025-02-07 DOI: 10.1016/j.tsc.2025.101783

Afifatul Khasanah , Jhu Chun Yang , Chih-Ching Chang , Paichi Pat Shein

{"title":"Dialogic education for sustainable development as a pathway to critical thinking","authors":"Afifatul Khasanah , Jhu Chun Yang , Chih-Ching Chang , Paichi Pat Shein","doi":"10.1016/j.tsc.2025.101783","DOIUrl":"10.1016/j.tsc.2025.101783","url":null,"abstract":"<div><div>In an era of intricate social and environmental challenges, fostering critical thinking is crucial for comprehending and addressing these issues. This descriptive case study explores how students' critical thinking evolved through dialogic education for sustainable development around ocean waste, life below water, and air pollution issues. A course of five lessons spanning ten hours in total was designed to integrate the principles of dialogic teaching including collective, reciprocal, deliberative, supportive, cumulative, and purposeful. Multiple data sources of concept maps, worksheets, and observations were triangulated to investigate the development of cognitive and dispositional aspects of 28 high-school students’ critical thinking. Results showed that dialogic activities supported both cognitive and affective aspects of critical thinking competency. A pair <em>t</em>-test comparing pre- and post-concept maps demonstrated a statistically significant difference in students' knowledge development in terms of the extent, breadth, and depth. This study also reveals that dialogic education enhanced students’ capacity for analysis, explanation, interpretation, and making inference. It also facilitated the dispositional promotion of truth-seeking, open-mindedness, and self-confidence.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"57 ","pages":"Article 101783"},"PeriodicalIF":3.7,"publicationDate":"2025-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143549058","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 effect of the continuation task on senior high school students’ critical thinking in EFL writing using interactive alignment theory

IF 3.7 2区教育学

Thinking Skills and Creativity Pub Date : 2025-02-05 DOI: 10.1016/j.tsc.2025.101784

Jingjing Xu , Wenhui Qi , Chunlai Xia , Hui Sun , Liping Chen

{"title":"The effect of the continuation task on senior high school students’ critical thinking in EFL writing using interactive alignment theory","authors":"Jingjing Xu , Wenhui Qi , Chunlai Xia , Hui Sun , Liping Chen","doi":"10.1016/j.tsc.2025.101784","DOIUrl":"10.1016/j.tsc.2025.101784","url":null,"abstract":"<div><div>As thinking quality has become an elemental part of contemporary education, the cultivation of critical thinking (CT) has been paid more attention in high school EFL (English as a foreign language) teaching in China. However, in actual instruction of EFL writing, due to the excessive emphasis on the teaching of language ability, the development of CT ability is often neglected. This study is to explore whether the continuation task can promote the cultivation of senior high school students’ CT ability in EFL writing from the perspective of CT dispositions and CT skills. Based on the interactive alignment theory, this research conducted an empirical study on the effect of the continuation task on the CT ability of EFL writing of senior high school students. 100 Chinese senior high school students from two different classes were selected as the subjects. Before and after the experiment, the questionnaire about CT dispositions and the writing test concerning CT skills were conducted. All the collected data was analyzed by SPSS 27.0. The results reveal that the continuation task can improve high school students’ EFL writing CT ability effectively compared with the traditional pedagogical approach. The continuation task can remarkably improve the overall CT dispositions of senior high school students, especially the two sub-dispositions: CT confidence and inquisitiveness. The continuation task also has a significant effect on students’ overall CT skills, which is reflected in the four aspects of interpretation, analysis, inference and explanation. This study yields several valuable insights for the CT-integrated teaching strategies in EFL writing classrooms and the further research on EFL writing pedagogy.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"56 ","pages":"Article 101784"},"PeriodicalIF":3.7,"publicationDate":"2025-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143437521","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