Thinking Skills and Creativity最新文献_第6页

Enhancing human computer collaboration in design process: How AI-generated content elevates students’ creativity 在设计过程中加强人机协作：人工智能生成的内容如何提升学生的创造力

IF 4.5 2区教育学

Thinking Skills and Creativity Pub Date : 2025-08-18 DOI: 10.1016/j.tsc.2025.101967

Ruisi Liu , Tong Wu , Junjie Chu , Peiyuan Qu

{"title":"Enhancing human computer collaboration in design process: How AI-generated content elevates students’ creativity","authors":"Ruisi Liu , Tong Wu , Junjie Chu , Peiyuan Qu","doi":"10.1016/j.tsc.2025.101967","DOIUrl":"10.1016/j.tsc.2025.101967","url":null,"abstract":"<div><div>In design education, fostering students’ creativity is crucial because it directly impacts the quality of their design outcomes. As artificial intelligence develops rapidly, exploring the potential of artificial intelligence-generated content (AIGC) in fostering students’ creativity has become paramount. This study experimentally investigates the impact of design processes based on different design methods, including the AIGC-based method and the traditional design method, on the intrinsic motivation and creative outcomes of design students. Utilizing a mixed-methods research approach, this between-subjects experiment involved 52 student participants and examined the two methods across different stages of design learning. This study demonstrates that AIGC significantly enhances the design learning effect by improving usability, boosting students’ intrinsic motivation and learning experiences, and elevating creativity, while pointing out limitations like overdependence on AI and learning barriers that must be addressed for sustainable integration and long-term effectiveness. This study provides empirical evidence and theoretical guidance for the application of AIGC in design learning, offering support for future research on the impact of AIGC on creativity in interdisciplinary learning environments.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"59 ","pages":"Article 101967"},"PeriodicalIF":4.5,"publicationDate":"2025-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144887289","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

On the cognitive, metacognitive, and agentic effects of creativity training 论创造力训练的认知、元认知和代理效应

IF 4.5 2区教育学

Thinking Skills and Creativity Pub Date : 2025-08-18 DOI: 10.1016/j.tsc.2025.101968

Ewa Wiśniewska , Maciej Karwowski

引用次数: 0

Criticality and metacognition in citizenship education: ‘Hermeneutics of suspicion’ in Chinese elite universities graduates’ worldview-transforming processes 公民教育中的批判性与元认知：中国精英大学毕业生世界观转变过程中的“怀疑解释学”

IF 4.5 2区教育学

Thinking Skills and Creativity Pub Date : 2025-08-17 DOI: 10.1016/j.tsc.2025.101960

Yihao Li

{"title":"Criticality and metacognition in citizenship education: ‘Hermeneutics of suspicion’ in Chinese elite universities graduates’ worldview-transforming processes","authors":"Yihao Li","doi":"10.1016/j.tsc.2025.101960","DOIUrl":"10.1016/j.tsc.2025.101960","url":null,"abstract":"<div><div>While most literature on critical thinking emphasizes its cognitive dimension, this study explores criticality as a metacognitive experience in cultivating critical citizenship. Drawing on Paul Ricœur’s (1965/1970) hermeneutics of suspicion, it examines how criticality influences citizenship by encouraging individuals to evolve their interpretations of official discourses. Using Chinese citizenship education as a case study, narrative interviews with 12 purposively selected graduates from elite Chinese universities investigate changes in their interpretive stances over time. Thematic analysis identifies a four-stage, semi-iterative model of worldview transformation: participants initially accepted curricular content uncritically but subsequently encountered moments of suspicion that triggered metacognitive reflection and prompted reconstruction of their worldviews. Academic training contributed variably to this process. Confronted with everyday suspicions in social interactions and tensions between state narratives and personal interpretations, participants transformed themselves into critical beings through hermeneutic circle to reconcile these discourse gaps. Thus, the study advances understanding of how criticality can be unexpectedly activated, reflexively exercised, and intellectually directed to foster critical, reflexive, and deliberative citizenship. It also highlights the need for further research on the unintended civic effects of cultivating critical thinking, particularly its role in demystifying ideology, promoting epistemic autonomy, and constructing alternative worldviews.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"59 ","pages":"Article 101960"},"PeriodicalIF":4.5,"publicationDate":"2025-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144892336","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

Fostering critical thinkers and future designers: Design fiction pedagogy in AI education 培养批判性思考者和未来设计师：人工智能教育中的设计小说教学法

IF 4.5 2区教育学

Thinking Skills and Creativity Pub Date : 2025-08-17 DOI: 10.1016/j.tsc.2025.101962

Li Li, Marja Bertrand

{"title":"Fostering critical thinkers and future designers: Design fiction pedagogy in AI education","authors":"Li Li, Marja Bertrand","doi":"10.1016/j.tsc.2025.101962","DOIUrl":"10.1016/j.tsc.2025.101962","url":null,"abstract":"<div><div>The pervasive impact of artificial intelligence (AI) on society underscores the critical need for comprehensive AI education, particularly for young students. This study investigates how design fiction pedagogy (DFP) may enhance K-12 AI education by fostering understanding of AI and encouraging critical thinking about its social impact. Grounded in constructivist and constructionist theories, DFP integrates speculative design and narrative learning to provide an interdisciplinary pedagogical approach. The DFP model, which consists of seven pedagogical steps—researching a problem, designing a prototype, creating a future context, building a narrative, sharing with stakeholders, reflecting on ethical considerations, and evaluating and redesigning—was implemented through two separate week-long AI education camps in Ontario, Canada. Using a qualitative case study approach, we examined how DFP supports upper elementary students in grasping AI concepts and AI’s social impact. The findings indicate that, by integrating technical principles, ethical considerations, and futuristic thinking about human-AI interactions, DFP helps students develop a deeper understanding of AI while fostering creativity, critical thinking, and futuristic thinking—skills essential for the responsible development and use of AI. Consequently, DFP emerges as a promising approach for an AI education that integrates technical knowledge with ethical considerations.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"59 ","pages":"Article 101962"},"PeriodicalIF":4.5,"publicationDate":"2025-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144890242","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

Development of preservice teachers’ inquiry thinking skills: Unpacking the processes and challenges 职前教师探究性思维技能的发展：揭示过程与挑战

IF 4.5 2区教育学

Thinking Skills and Creativity Pub Date : 2025-08-17 DOI: 10.1016/j.tsc.2025.101961

Guan Ying Li , Bih-Jen Fwu

{"title":"Development of preservice teachers’ inquiry thinking skills: Unpacking the processes and challenges","authors":"Guan Ying Li , Bih-Jen Fwu","doi":"10.1016/j.tsc.2025.101961","DOIUrl":"10.1016/j.tsc.2025.101961","url":null,"abstract":"<div><div>Inquiry-based learning (IBL) has gained popularity globally and has become a focus of curriculum reform initiatives in Confucian-heritage contexts. In Taiwan, the 2019 curriculum reform has positioned inquiry as an interdisciplinary core competency for all preservice teachers. However, previous studies have indicated that preservice teachers face significant challenges during the planning stages of inquiry and have emphasized the need for explicit instruction in teacher education programs. Given that empirical studies addressing these gaps remain limited, the present study employed a case study approach to examine the effectiveness of an inquiry thinking scaffold in a 16-week foundational course in a teacher education program in Taiwan. Analyses of 16 participants’ performance and written reflections revealed that developing a coherent inquiry plan involved a steep learning curve, with challenges emerging in the early stages and evolving as learning progressed. The major challenges included achieving logical coherence and identifying research gaps. The findings support the effectiveness of the thinking scaffold and highlight the importance of fostering preservice teachers’ awareness of logical coherence, as well as engaging them in the process of knowledge construction. Although the effects were limited, this study also found that IBL experience could enhance preservice teachers’ self-efficacy for teaching inquiry. Implications for instructional and curricular adaptations to better integrate inquiry into teacher education programs are discussed.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"59 ","pages":"Article 101961"},"PeriodicalIF":4.5,"publicationDate":"2025-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144887287","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

Shaping maker education through design thinking: A lesson study perspective 以设计思维塑造创客教育：一个课程研究的视角

IF 4.5 2区教育学

Thinking Skills and Creativity Pub Date : 2025-08-15 DOI: 10.1016/j.tsc.2025.101957

Jiajia Li , Sui Lin Goei , Wouter van Joolingen , Maartje Raijmakers

{"title":"Shaping maker education through design thinking: A lesson study perspective","authors":"Jiajia Li , Sui Lin Goei , Wouter van Joolingen , Maartje Raijmakers","doi":"10.1016/j.tsc.2025.101957","DOIUrl":"10.1016/j.tsc.2025.101957","url":null,"abstract":"<div><div>The integration of Design Thinking (DT) and Maker Education (ME), known as DT-Making pedagogy (DTMP), has become a prominent practice in ME settings. While previous studies have highlighted its benefits for students, there remains a gap in understanding how teachers can effectively implement it to promote students’ maker mindsets. To address this gap, we collaborated with four elementary STEM teachers engaged in a Lesson Study (LS) cycle. Our aim was to delve deeper into DTMP and analyze teachers' pedagogical practices in utilizing it. We conducted an analysis of a real classroom session, employing a hierarchical and nested coding scheme to assess the teachers' use of artifacts and questioning techniques. Our analysis uncovered three significant ways in which DT contributes to reframing ME provided by teachers engaged in the LS cycle: 1) utilizing DT process models to structure learning activities; 2) using DT toolkits to scaffold, visualize, and assess learning; 3) employing DT strategies to support questioning practices. Building on these findings, we developed practical recommendations to support teachers effectively implementing DTMP to develop students’ maker mindsets, bridging the theory-practice gap and enhancing student learning experiences.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"59 ","pages":"Article 101957"},"PeriodicalIF":4.5,"publicationDate":"2025-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144907722","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

Enhancing text summarization with AI: a multi-agent system and human comparison in educational contexts 用人工智能增强文本摘要：一个多智能体系统和教育环境中的人类比较

IF 4.5 2区教育学

Thinking Skills and Creativity Pub Date : 2025-08-14 DOI: 10.1016/j.tsc.2025.101944

Hatice Yildiz Durak , Figen Egin , Aytug Onan

{"title":"Enhancing text summarization with AI: a multi-agent system and human comparison in educational contexts","authors":"Hatice Yildiz Durak , Figen Egin , Aytug Onan","doi":"10.1016/j.tsc.2025.101944","DOIUrl":"10.1016/j.tsc.2025.101944","url":null,"abstract":"<div><div>This paper introduces the Mixture-of-Agents (MoA) framework, a novel system designed to enhance text summarization by leveraging the complementary strengths of multiple large language models (LLMs). The framework dynamically integrates specialized agents, enabling the generation of summaries that excel in coherence, factual accuracy, and brevity. Evaluated on a dataset of 10 educational scenarios encompassing human-written narratives and AI-generated summaries, the MoA framework demonstrated a 15 % improvement in narrative coherence and a 12 % gain in factual accuracy compared to 20 state-of-the-art summarization models.</div><div>The framework’s educational application was tested through comparative analysis of human- and AI-generated summaries in both 50-word and 15-word formats. Results highlight that while AI-generated summaries excel in factual consistency, human summaries retain greater creativity and narrative depth. By iteratively refining outputs, the MoA framework approaches human-level performance in long-form summarization tasks, bridging the gap between human and AI capabilities.</div><div>This study contributes to text summarization research by introducing an adaptive multi-agent framework, conducting an in-depth analysis of humanAI differences in summarization, and demonstrating the potential of AIdriven tools to enhance creative writing and learning in educational settings.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"59 ","pages":"Article 101944"},"PeriodicalIF":4.5,"publicationDate":"2025-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144890240","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

Development and validation of a game-based assessment tool for abstraction skills in lower primary students 基于游戏的低年级学生抽象技能评估工具的开发和验证

IF 4.5 2区教育学

Thinking Skills and Creativity Pub Date : 2025-08-13 DOI: 10.1016/j.tsc.2025.101955

Qi Luo , Shuhan Zhang , Zifeng Gu

{"title":"Development and validation of a game-based assessment tool for abstraction skills in lower primary students","authors":"Qi Luo , Shuhan Zhang , Zifeng Gu","doi":"10.1016/j.tsc.2025.101955","DOIUrl":"10.1016/j.tsc.2025.101955","url":null,"abstract":"<div><div>In recent years, computational thinking (CT) has gained growing attention in education, especially as societies become more reliant on digital technologies. Despite the growing emphasis on integrating CT into <em>K</em> − 12 curricula, there is still a shortage of validated tools for assessing CT practices among younger students. This study addresses this gap by developing and validating a game-based assessment tool called <em>Critters Puzzle</em> (CP), specifically designed to evaluate abstraction skills, a key dimension of CT practices, in lower primary school students (Grades 1–3). Based on a principled approach known as evidence-centered game design (ECGD), a set of game tasks independent of programming platforms was developed. The tool’s content validity was confirmed through expert reviews and cognitive interviews, followed by field tests. Psychometric analyses were performed with both Classical Test Theory (CTT) and Confirmatory Factor Analysis (CFA), and the results demonstrate adequate reliability and validity indicators. Further analysis of students’ game performance revealed that female students exhibited stronger abstraction skills. Then, the process data was used to identify students’ problem-solving strategies, and the analysis revealed distinct strategies among students, with observable gender disparities. This study introduces a carefully developed and validated assessment tool tailored for early-grade students within the context of Chinese primary school, focusing on the evaluation of abstraction skills in CT practices. The research process has the potential to support future assessment development in CT education and may serve as a reference for similar educational settings. The findings of process data highlight the importance of designing assessment tools that accommodate different problem-solving strategies and provide valuable insights for enhancing lower primary CT education.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"59 ","pages":"Article 101955"},"PeriodicalIF":4.5,"publicationDate":"2025-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144907721","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 how institutional structures shape instructional quality: The roles of teacher education, employment, and development in fostering higher-order thinking skills 探索制度结构如何塑造教学质量：教师教育、就业和发展在培养高阶思维技能中的作用

IF 4.5 2区教育学

Thinking Skills and Creativity Pub Date : 2025-08-10 DOI: 10.1016/j.tsc.2025.101954

Ari Kim

{"title":"Exploring how institutional structures shape instructional quality: The roles of teacher education, employment, and development in fostering higher-order thinking skills","authors":"Ari Kim","doi":"10.1016/j.tsc.2025.101954","DOIUrl":"10.1016/j.tsc.2025.101954","url":null,"abstract":"<div><div>The cultivation of higher-order thinking skills is fundamental within the evolving landscape of artificial intelligence–enhanced learning environments. Utilizing data from the 2018 Teaching and Learning International Survey (TALIS), this study examines the impact of institutional factors, including teacher education, employment status, and professional development (PD), on instructional quality targeting higher-order cognitive skills among U.S. teachers. The results reveal that general pedagogical training significantly strengthens instructional practices for higher-order thinking, while an excessive emphasis on subject-specific content knowledge. Moreover, full-time teachers exhibit greater effectiveness than their part-time counterparts in facilitating problem-solving and knowledge transfer. PD consistently has a positive impact on instructional quality, with informal PD showing a strong and reliable effect on improving teaching. The findings emphasize the necessity to re-evaluate teacher education and PD programs that address the quality of instruction for cultivating higher-order thinking skills while leveraging individual teacher strengths.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"58 ","pages":"Article 101954"},"PeriodicalIF":4.5,"publicationDate":"2025-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144829433","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

Unlocking creative potential: The role of creative mindset on creativity 释放创造潜力：创造性思维对创造力的作用

IF 4.5 2区教育学

Thinking Skills and Creativity Pub Date : 2025-08-10 DOI: 10.1016/j.tsc.2025.101953

Hyeseung Han, Daeun Park

引用次数: 0