Thinking Skills and Creativity最新文献

{"title":"Creativity and teacher education curricula in Argentina","authors":"Romina Cecilia Elisondo","doi":"10.1016/j.tsc.2025.101811","DOIUrl":"10.1016/j.tsc.2025.101811","url":null,"abstract":"<div><div>Creativity is a valued competence in educational institutions and teacher education. However, previous research indicates that general definitions and few methodological guidelines on how to promote creative processes in educational contexts predominate in curricular documents. The objective of this study is to analyse the curricular documents of teacher education programs in Argentina, considering the place given to creativity in the objectives, content and pedagogical guidelines. The study integrates quantitative (JAMOVI2.5.6) and qualitative (MAXQDA24) analyses of secondary sources of information. Specifically, the corpus consists of eleven curricular documents available on the official website of the National Institute of Teacher Training of Argentina and twenty-three teacher training programs published by the Department of Higher Education of Córdoba (Argentina). The results show that creativity is mainly associated with artistic disciplines. Terms related to creativity appear most frequently in the curricula of visual arts, music, dance and theatre. The analysis reveals four general purposes related to creativity: subjective expression, interdisciplinary integration, problem solving and knowledge production. In general, curricular documents do not present clear and theoretically grounded definitions of creativity; the potential of this construct as a transversal competence is unknown. It is essential that curricular policies recover current developments in the field of creativity research, recognizing the importance of creative processes in the different fields of knowledge. It is also necessary to establish creativity as a space for thinking about new teaching practices in higher education and other levels of education.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"57 ","pages":"Article 101811"},"PeriodicalIF":3.7,"publicationDate":"2025-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143642239","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":"Relationship between creative thinking and outcomes in a digital STEM-based learning environment: A mixed methods case study","authors":"Najmeh Behnamnia ,&nbsp;Amirrudin Kamsin ,&nbsp;Maizatul Akmar Binti Ismail ,&nbsp;Siavash A. Hayati","doi":"10.1016/j.tsc.2025.101816","DOIUrl":"10.1016/j.tsc.2025.101816","url":null,"abstract":"<div><div>Over the past few years, technology and digital methods have been increasingly integrated into education, offering new forms of learning. However, it remains unclear and difficult to assess how this integration of technology may impact children's intellectual capacities and their motivation for learning. The purpose of this research is to assess and evaluate the effect of key indicators for creative thinking skills on increased achievement and motivation in learning Science, Technology, Engineering, and Mathematics (STEM). In this study, the authors aim to determine whether children aged between 3 and 6 can provide creative solutions for learning difficulties in a digital environment. Moreover, the authors have identified and assessed children's behaviors that enhance their learning achievement and motivation. To achieve this, a mixed-methods case study approach was employed, combining quantitative and qualitative analysis techniques. The \"Analyzing Children's Creative Thinking\" (ACCT) framework was used to investigate and identify the impact of key creative thinking skills indicators. Additionally, Motivational Strategies for Learning Questionnaires (MSLQ) were used to evaluate children's perceptions and motivation in the digital STEM-based learning environment. The findings indicate that digital STEM-based learning has the potential to influence students' ability to develop creative skills and critical thinking, as well as foster positive attitudes toward learning, which may lead to deep and meaningful learning experiences. The results of psychomotor testing of children before and after playing in the STEM-based learning environment demonstrate the typical developmental profile of fine motor skills during learning for the participating children. This research may provide parents, teachers, and researchers with valuable insights, recommendations, and suggestions on how to enhance creative skills and improve learning outcomes in the digital environment.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"57 ","pages":"Article 101816"},"PeriodicalIF":3.7,"publicationDate":"2025-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143629107","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":"Trainee translators’ reflective thinking across assessment as learning activities: An epistemic network analysis approach","authors":"Guangjiao Chen,&nbsp;Xiangling Wang","doi":"10.1016/j.tsc.2025.101817","DOIUrl":"10.1016/j.tsc.2025.101817","url":null,"abstract":"<div><div>Although assessment as learning (AaL) has been recognised as an effective approach for cultivating students’ reflective thinking, few studies have explored the concurrent and continuous processes of individual reflection across various AaL activities. In the context of 21 master-level trainee translators participating in self-assessments (SA) and peer assessments (PA) as AaL activities, this study uncovered trainees’ reflections and their association with translation revision quality through epistemic network analysis. The results showed that trainees worked to primarily maintain reflection throughout the AaL activity. The group with high revision quality had significantly higher proportions of reflection and critical reflection, along with stronger connections between reflection/critical reflection and other reflection elements. In comparison, the group with low revision quality displayed significantly higher proportions of non-reflection and understanding, with greater connectivity between them. Concerning the sub-stages of the activity, the two groups showed significant differences in reflection patterns during the SA sub-stage but not during the PA sub-stage, possibly due to the mediating influence of peer interactions. Moreover, a fine-grained centroid analysis on each task revealed that both groups demonstrated enhanced reflective behaviours during the second SA and PA tasks.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"57 ","pages":"Article 101817"},"PeriodicalIF":3.7,"publicationDate":"2025-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143592126","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":"Why do you think you are creative? An analysis of sources and correlates of creative self-concept judgements","authors":"Mathias Benedek ,&nbsp;Janika Saretzki ,&nbsp;Izabela Lebuda","doi":"10.1016/j.tsc.2025.101813","DOIUrl":"10.1016/j.tsc.2025.101813","url":null,"abstract":"<div><div>Judging one's creativity compared to others is a complex task, which raises the question of what information people rely on when making these judgements. We studied a sample of 400 people who assessed their creativity on a percentile-type scale (0–100) relative to others (i.e., global creative self-concept; CSC), justified their judgements openly, and completed several other measures of CSC, real-life creativity, Big-5 personality as well as traits that are known to influence self-assessments (e.g., self-esteem, narcissism, and tendency for social comparison). The global CSC self-assessment was highly related to other domain-general CSC measures but still was associated more strongly with CSC in some domains (e.g., visual arts) compared to others (e.g., scientific creativity). Justifications of CSC self-assessments were analyzed in the context of Bandura's four sources of information, which revealed that mastery experience was the most salient source for these judgements. In fact, higher CSC was related to recalling more mastery experiences and mentioning fewer (often negative) vicarious experiences. Results further showed that CSC was correlated more to creative activities than to creative achievements, and was related to higher openness, self-esteem, self-concept clarity, narcissism and lower tendency for social comparisons. In sum, findings offer insights into how personal experiences, besides broader personality traits, contribute to viewing oneself as more versus less creative.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"57 ","pages":"Article 101813"},"PeriodicalIF":3.7,"publicationDate":"2025-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143600938","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":"Promoting group creative performance by enhancing motivation to cooperate: Mechanisms at the behavioral and neural levels","authors":"Xinru Zhang ,&nbsp;Zhongling Pi ,&nbsp;Yuanjing Lv ,&nbsp;Weiping Hu","doi":"10.1016/j.tsc.2025.101815","DOIUrl":"10.1016/j.tsc.2025.101815","url":null,"abstract":"<div><div>Close collaboration is widely acknowledged to be imperative for fostering excellent creative performance and ensuring group success. However, limited research has been conducted on motivating group members to collaborate closely in creative tasks. This study aimed to examine whether enhancing motivation to cooperate could effectively facilitate collaboration and enhance performance in creative groups, while simultaneously exploring the underlying mechanisms associated with these effects. A total of 108 participants were randomly assigned to dyads to work together on an open ended idea generation task. Following previous studies, motivation to cooperate was manipulated using group-(high motivation to cooperate) or individual-based (low motivation to cooperate) reward structures. Ratings of creative performance, indicators of collaboration quality at the behavioral level, and hemodynamic interbrain synchrony (IBS) were compared between the two experimental conditions, and the mediating effect of the members’ characteristics was tested. The results showed that groups with high motivation to cooperate exhibited significantly higher originality, higher flexibility, higher willingness to cooperate, lower perceived competition, and a significant increase in interbrain synchrony in the prefrontal cortex than groups with low motivation to cooperate. The results demonstrated that when promised a group-based reward, group members engaged in closer collaboration and exhibited higher levels of originality and flexibility in their work. The implementation of motivation to cooperate is particularly effective for groups comprising individuals with low or medium openness. Furthermore, cognitive control appeared to play a crucial role in augmenting the quality of cooperation.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"57 ","pages":"Article 101815"},"PeriodicalIF":3.7,"publicationDate":"2025-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143686253","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 primary students’ language creativity through reading book-length fairy tale fiction in a computer-enriched environment","authors":"Juan Wu ,&nbsp;Meng Li ,&nbsp;Zhiying Wang ,&nbsp;Xiang Hu","doi":"10.1016/j.tsc.2025.101814","DOIUrl":"10.1016/j.tsc.2025.101814","url":null,"abstract":"<div><div>Creativity is a core competency for students to adapt to the needs of society and to promote social progress in the 21st century. Reading has been suggested as a potential way to cultivate and enhance students’ language creativity. However, few studies have explored effective methods to improve students’ creativity through book-length fiction in computer-assisted environments. The objective of this study was to develop a generative reading method for reading book-length fairy tale fiction in a computer-enriched classroom setting and to investigate its impact on primary school children's creativity. Two intact classes in the second grade of a Chinese primary school were recruited and randomly assigned to two groups: the experimental group (<em>n</em> = 34) and the control group (<em>n</em> = 32). The experimental group engaged in creativity promotion-based generative reading of book-length fairy tale fiction in a computer-enriched classroom setting, whereas the control group read the fiction through a conventional technology-supported reading approach in the computer classroom. The results indicated that generative reading can enhance creative performance, especially in terms of flexibility and originality. Conversely, conventional technology-supported reading can better increase students’ scores on Chinese knowledge tests. This study expands the theoretical framework of “creativity-enhanced by generative-reading” and presents a book-length fiction reading instruction method to promote language creativity through book-reading.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"57 ","pages":"Article 101814"},"PeriodicalIF":3.7,"publicationDate":"2025-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143621441","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":"How do familial creative climate influence creative scientific problem finding of adolescents: Chain mediation effects of intrinsic motivation for science and conceptual complexity","authors":"Min Li ,&nbsp;Shuoqi Xiang ,&nbsp;Huan Zhang ,&nbsp;Yuanjing Lyu ,&nbsp;Zexuan Jiang ,&nbsp;Qianqiu Zhao ,&nbsp;Lan Feng ,&nbsp;Weiping Hu","doi":"10.1016/j.tsc.2025.101812","DOIUrl":"10.1016/j.tsc.2025.101812","url":null,"abstract":"<div><div>Prior research suggests supportive familial environments can positively impact adolescent creativity. However, it remains unclear whether a familial creative climate, the psychological atmosphere where creativity is encouraged within a family, can enhance adolescents’ ability to identify novel and meaningful scientific problems. Guided by the Ecological Systems Model of Creativity Development, which proposes that individual creativity is shaped by person-environment interactions, this study examines how familial creative climate influences adolescents' creative scientific problem finding through intrinsic motivation for science and conceptual complexity. The network analysis further explored the interactions between these variables. The sample included 610 Chinese secondary students who completed digital surveys. Structural equation modeling revealed that familial creative climate exerted a full indirect positive effect on creative scientific problem finding., mediated either by intrinsic motivation for science or a chain involving both intrinsic motivation and conceptual complexity. Correlation network analysis further highlighted the central roles of encouragement to experience novelty and variety, the proposition of conceptual complexity, and the fluency of creative scientific problem finding in driving these mechanisms. These findings confirm the significance of familial creative climate in nurturing adolescent creative scientific problem finding and provide insights into the complex interplay between familial and personal factors.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"57 ","pages":"Article 101812"},"PeriodicalIF":3.7,"publicationDate":"2025-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143686279","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":"Cross-domain analogical reasoning ability links functional connectome to creativity","authors":"Lin Yang ,&nbsp;Rongcan Zeng ,&nbsp;Xueyang Wang ,&nbsp;Jing Chen ,&nbsp;Jing Gu ,&nbsp;Jiaxin Fan ,&nbsp;Jiang Qiu ,&nbsp;Guikang Cao","doi":"10.1016/j.tsc.2025.101808","DOIUrl":"10.1016/j.tsc.2025.101808","url":null,"abstract":"<div><div>Cross-domain analogical reasoning (CAR) is a potent cognitive tool that links seemingly unrelated knowledge domains, fostering creative thinking by identifying similarities across different fields. This study aimed to identify functional connectomes encoding individual variations in CAR abilities and assess their role in creativity. Participants included 69 typical university students who underwent resting-state brain MRI scans and behavioral tests. These tests assessed both CAR and within-domain analogical reasoning (WAR) abilities using verbal analogy tasks in the A:B::C:D format and measured individual creativity levels using the Alternative Uses Test (AUT). We employed a connectome-based predictive modeling (CPM) approach, utilizing the Power264 brain atlas to identify functional connectomes supporting CAR abilities. The CPM analysis indicated that the positive network model could reliably predict individual CAR scores. Functional anatomy and lesion analysis revealed that functional connectivity was broadly distributed across the brain. However, the default mode network, along with specific internetwork connections—such as between the salience and sensory/somatomotor mouth networks, and between the fronto-parietal task control and cingulo-opercular task control networks—showed preferential involvement. Moreover, mediation analysis suggested that CAR mediates the influence of brain functional connectomes on creativity. Our research provides evidence for functional neural markers of CAR and reveals a potential neuropsychological pathway for predicting creativity, whereby brain functional connectomes support creativity through CAR.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"57 ","pages":"Article 101808"},"PeriodicalIF":3.7,"publicationDate":"2025-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143563587","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":"Investigation of seventh-grade students' performance in translating among multiple representations of fractions","authors":"Osman Birgin ,&nbsp;Emine Eryılmaz","doi":"10.1016/j.tsc.2025.101809","DOIUrl":"10.1016/j.tsc.2025.101809","url":null,"abstract":"<div><div>The aim of this study was to investigate seventh-grade students’ performance in translating among multiple representations of fractions (symbolic, linguistic/verbal, visual, realistic). The participants consisted of 243 seventh-grade students (12–13 years old) from a public middle school in western Türkiye. Data were collected via the multiple representation translation instrument for fractions, which consisted of fifteen written response questions. The students' responses to the questions were scored according to the rubric. The data were analyzed via SPSS 17.0 with descriptive statistics, Friedman's test and the Wilcoxon signed rank test. The results of the study indicated that students' translation performance differed significantly among the multiple representations of fractions. The area models were used significantly more often than the set, length, and volume models for the visualization of fractions. Students performed significantly better in translating the symbolic-visual representations of fractions than in translating the linguistic-visual and realistic-visual representations. Compared with the length and volume models, the students performed better in translating from the area and set models of fractions to symbolic, linguistic, and realistic representations.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"57 ","pages":"Article 101809"},"PeriodicalIF":3.7,"publicationDate":"2025-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143549059","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 creativity and cognitive skills in healthcare curricula: Recommendations from a modified delphi study on virtual reality integration","authors":"Matthew Pears ,&nbsp;Panagiotis Antoniou ,&nbsp;Eirini Schiza ,&nbsp;Maria Matsangidou ,&nbsp;Constantinos S. Pattichis ,&nbsp;Panagiotis D. Bamidis ,&nbsp;Stathis. Th. Konstantinidis","doi":"10.1016/j.tsc.2025.101810","DOIUrl":"10.1016/j.tsc.2025.101810","url":null,"abstract":"<div><div>The incorporation of Virtual Reality (VR) into healthcare education presents significant opportunities to enhance creativity, critical thinking, and overall learning outcomes, yet comprehensive frameworks to guide its implementation remain sparse. To address this gap, this study employed a three-round modified Delphi process with international healthcare and technology experts, aiming to establish evidence-based guidelines for effectively integrating reusable VR resources into healthcare curricula. In Round 1, nine thematic categories emerged from open-ended questions, encompassing theoretical frameworks, instructional design, resource development, and organizational strategies. In Round 2, 62 statements derived from these themes were refined and rated by experts, focusing on key elements such as managing cognitive load, improving learner engagement, and fostering affective and psychomotor skills. Round 3 validated and prioritized the recommendations, aligning them with models like the Cognitive-Affective Model of Immersive Learning (CAMIL). Key results include practical strategies to enhance learning across cognitive, affective, and psychomotor domains, ensuring that VR resources are co-created with learners, integrate smoothly into existing systems, and leverage immersive learning analytics to continuously assess and optimize their impact. By offering structured guidance on pedagogical approaches, theoretical underpinnings, and resource design, this study provides educators and policymakers with actionable tools for evaluating, scaling, and critically comparing VR applications in healthcare education. Ultimately, these recommendations support VR's transformative role in reimagining healthcare training, encourage the development of creative problem-solving skills among learners, and call for sustained academic inquiry to fully realize VR's benefits in this field.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"57 ","pages":"Article 101810"},"PeriodicalIF":3.7,"publicationDate":"2025-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143549060","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}