Thinking Skills and Creativity最新文献

{"title":"Hands up, minds on! Learn & play landscapes: Systematic review","authors":"Fatemeh Boroumandi ,&nbsp;Sara Daneshmand ,&nbsp;Kaveh Fattahi","doi":"10.1016/j.tsc.2024.101724","DOIUrl":"10.1016/j.tsc.2024.101724","url":null,"abstract":"<div><div>Opportunities for play in public spaces are crucial for supporting children's health and development. Over the past decade, numerous studies have explored the intersection of play, learning, and the design of playful landscapes, highlighting the benefits of outdoor play and its connection to learning outcomes. Efforts have also focused on creating playful environments within urban settings tailored to children's educational needs. Despite these efforts, systematic research in this field remains limited. This study aims to fill this gap by conducting a comprehensive review of existing literature, addressing key questions such as What approaches have researchers employed in studying learn &amp; play landscapes, Who has conducted research on learn &amp; play landscapes, and what fields of study do they represent, Who was identified as the target audience in this research, How have researchers in learn &amp; play landscapes developed their studies, and what methods did they employ, Where did learn &amp; play landscapes research attract the most interest globally, and which land-uses were most frequently explored and emphasized in these studies and, When did research on playful, learning-oriented landscapes start to be explored, and during which periods did learn &amp; play landscapes receive the most attention. The answers to these five questions represent the novelty of our work in the learn &amp; play landscapes field.</div><div>This paper reports on the findings of a systematic review of 33 peer-reviewed empirical publications from 2005 to 2024. The findings reveal three key challenges for future work: (i) greater appreciation and engagement with experts from different fields; (ii) identifying more public places with the potential to become learn &amp; play landscapes; and (iii) using accurate measurement tools in neuro-architecture to better assess the effectiveness of learn &amp; play landscapes. The authors invite researchers, practitioners, and policymakers to work closely with children, engage with their diversity, and explore interdisciplinary and interprofessional avenues to promote equal opportunities for play across the built environment.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"56 ","pages":"Article 101724"},"PeriodicalIF":3.7,"publicationDate":"2024-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143104491","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":"Evaluating overinclusive thinking: Development and validation of the Categorical Overinclusive Thinking Task (COverTT)","authors":"Paul V. DiStefano,&nbsp;John D. Patterson,&nbsp;Roger E. Beaty","doi":"10.1016/j.tsc.2024.101726","DOIUrl":"10.1016/j.tsc.2024.101726","url":null,"abstract":"<div><div>Overinclusive thinking, characterized by flexible category boundaries and broad associative networks, has been linked to creativity. However, overinclusive thinking has lacked rigorous psychometric evaluation grounded in the cognitive psychology of categorization. In this paper, we introduce the Categorical Overinclusive Thinking Task (COverTT) and evaluate its reliability and validity. Across three studies involving 749 participants, we explore the relationship between overinclusive thinking, creativity, openness, creative behaviors, intelligence, and schizotypy. Our findings demonstrate that the COverTT is a reliable tool for assessing overinclusive thinking. Furthermore, we find small but reliable correlations between the COverTT and openness/creative behaviors. To enable other researchers to readily use the COverTT for measuring overinclusive thinking, we provide open access to our data, code, and materials at OSF (<span><span>https://osf.io/c3phq/</span><svg><path></path></svg></span>).</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"56 ","pages":"Article 101726"},"PeriodicalIF":3.7,"publicationDate":"2024-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143104493","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":"Creative partnerships with generative AI. Possibilities for education and beyond","authors":"Edwin Creely,&nbsp;Jo Blannin","doi":"10.1016/j.tsc.2024.101727","DOIUrl":"10.1016/j.tsc.2024.101727","url":null,"abstract":"<div><div>The impact of generative artificial intelligence (AI) on creative production in industry and education is just beginning to be experienced and understood. This impact is likely to accelerate and become even more significant as the computational potential of generative AI grows through training on more diverse and more extensive language models and data sets. Emerging research in this new field suggests that previous models of understanding the interactions between machine and human may no longer be sufficient in a world of generative AI. The significant question is how emerging generative AI technologies will relate to and be a part of human creativity and creative outputs. In this article, we adopt a posthuman stance and conceive of creative output involving generative AI and humans in terms of a yet-to-be-fully-realised and emergent relationship that will likely become more integrated and complex. To investigate and experiment with this relational notion, each of us (as part of an autoethnographic approach) developed a creative output using ChatGPT: a poem and a multimodal narrative. We then employed the idea of alterity relations from the American philosopher of technology, Don Ihde, to conceive of the possibilities and limitations in working relationally and productively with generative AI. As two academics working in teacher education, we applied our learning from this exploration to possibilities in educational contexts. In this article, we offer several important implications and provocations for practitioners, researchers, educators and policymakers, not only in terms of practical concerns but also for rethinking the nature of the creative output.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"56 ","pages":"Article 101727"},"PeriodicalIF":3.7,"publicationDate":"2024-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143104489","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":"Investigating the impact of situational cognition, emotions, and self-efficacy on creative thinking and collaborative intention in metaverse teaching scene","authors":"Tong-Liang He ,&nbsp;Cheng-Cheng Zhang ,&nbsp;Zhan-Qing Huang ,&nbsp;Feng Qin","doi":"10.1016/j.tsc.2024.101723","DOIUrl":"10.1016/j.tsc.2024.101723","url":null,"abstract":"<div><div>The metaverse has emerged as a significant topic in education, with a growing body of literature examining its feasibility and potential benefits for innovative teaching methods, curriculum development, and educational tools. By integrating technologies such as artificial intelligence (AI), blockchain, virtual reality (VR), and augmented reality (AR), the metaverse presents considerable potential for creating customized teaching environments and promoting situated learning. However, current research on the Metaverse Teaching Scene (MTS) primarily involves qualitative discussions, lacking empirical evidence on how MTS influences students' creative thinking and collaborative intentions. This study, grounded in Situated Learning Theory and the Stimuli-Organism-Response (S-O-R) paradigm, explores the factors that affect students' creative thinking and collaborative intentions within MTS. Data were gathered from 316 Chinese university students through questionnaires and analyzed using structural equation modeling (SEM) and artificial neural networks (ANN). The results indicate that contextual cognition factors (e.g., immersion, learning motivation, interactive experience, perceived incentives) in MTS enhance students' self-efficacy and emotional responses, which in turn foster creative thinking and collaborative intentions. Moreover, the study reveals that self-efficacy positively mediates the association between emotions and creative thinking. These findings highlight the crucial role of MTS in advancing situated learning and suggest that educators incorporate MTS to design customized learning environments and activities that boost student engagement and improve learning outcomes.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"56 ","pages":"Article 101723"},"PeriodicalIF":3.7,"publicationDate":"2024-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143104124","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":"Exploring the interplay between well-being, mindfulness, creativity, and work engagement among EFL teachers","authors":"Ran Zhi (Lecturer in Applied Linguistics) ,&nbsp;Yongxiang Wang (Full Professor in Applied Linguistics)","doi":"10.1016/j.tsc.2024.101697","DOIUrl":"10.1016/j.tsc.2024.101697","url":null,"abstract":"<div><div>Engagement is universally recognized as a pivotal element contributing to the success of teachers. Consequently, significant emphasis has been placed on understanding this construct. Given the substantial impact of emotional aspects on the teachers’ educational path, it is postulated that other factors, such as well-being, mindfulness, and creativity, may play noteworthy roles in the academic context, despite their relatively unknown territory in research. For this purpose, a sample of 563 English as a Foreign Language (EFL) teachers, both male and female, involved in English education across diverse regions in China, willingly participated in the study. Subsequently, they were tasked with filling out four questionnaires related to engagement, well-being, mindfulness, and creativity in the EFL context. Structural Equation Modeling (SEM) was employed and this model revealed that there was a strong positive association between mindfulness and work engagement. Creativity and work engagement were found to be strongly positively correlated and in the same vein, well-being and work engagement were found to be strongly positively correlated. Ultimately, the study provides several suggestions for stakeholders in the realm of language teaching within the EFL context.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"56 ","pages":"Article 101697"},"PeriodicalIF":3.7,"publicationDate":"2024-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143171456","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":"Teachers’ (evolving) beliefs about critical thinking education during professional learning: A multi- case study","authors":"Yael M. Leibovitch ,&nbsp;Andrew Beencke ,&nbsp;Peter J. Ellerton ,&nbsp;Craig McBrien ,&nbsp;Cara-Lee Robinson-Taylor ,&nbsp;Deborah J. Brown","doi":"10.1016/j.tsc.2024.101725","DOIUrl":"10.1016/j.tsc.2024.101725","url":null,"abstract":"<div><div>Previous research suggests that teachers’ beliefs can be in tension with critical thinking pedagogical approaches (Ab Kadir, 2023; Hegazy et al., 2021), however, little is known about how these beliefs vary and change as teachers implement critical thinking pedagogies. This multi-case study investigates twelve teachers’ adaptive and maladaptive beliefs about critical thinking education as they engaged in a sustained professional learning program—'Teaching for Thinking’—over twelve months. The program included foundational workshops on critical thinking pedagogy and action research, followed by three guided action research cycles centred on thinking-related problems of practice with mentoring and research support. Teacher reflections both during and at the conclusion of each cycle show a distinction between adaptive beliefs that facilitate the implementation of critical thinking pedagogies, such as the view that critical thinking enhances student engagement and academic outcomes, and maladaptive beliefs that inhibit this implementation, such as the perceived conflict between critical thinking and content delivery. Teachers’ involvement with action research—through regular reflection, feedback and application— led to an organic transformation from maladaptive to adaptive beliefs. Building on the findings, the authors recommend critical thinking professional learning programs identify maladaptive beliefs early and provide sustained, iterative support to help teachers resolve perceived conflicts with curriculum and assessment demands. Additionally, professional learning should tap into teachers’ intrinsic motivations by highlighting how learning to think critically benefits students beyond the classroom, preparing them to navigate the complexities of academic and civil life in the 21st century.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"56 ","pages":"Article 101725"},"PeriodicalIF":3.7,"publicationDate":"2024-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143104137","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":"Development of a digital Creative Figural Design Test (CFDT): An approach to integrating divergent and convergent processes","authors":"Pei-Zhen Chen ,&nbsp;Ching-Lin Wu ,&nbsp;Hsueh-Chih Chen","doi":"10.1016/j.tsc.2024.101716","DOIUrl":"10.1016/j.tsc.2024.101716","url":null,"abstract":"<div><div>Traditional design fluency tests assess an individual's fluency in figural thinking. This fluency is considered a component of executive function, but is also an indicator of divergent thinking in creative thinking tests. However, few studies have examined the creative potential in design fluency tests. In addition, traditional tests are typically administered using pen and paper, making scoring relatively cumbersome and time-consuming; and, other indicators of divergent thinking (such as flexibility and originality) can be developed in traditional tests. Therefore, this study aims to develop a digital Creative Figural Design Test (CFDT) and use digital scoring methods to explore the creative processes and potential within design fluency tests. In phase one, the CFDT was developed, establishing norms for design fluency, design flexibility, and design originality based on 428 participants’ responses to 200 correct designs. Design flexibility was classified into nine categories through the feature detection rules. For design originality, participants’ responses to the 200 correct designs were scored based on frequency. In phase two, digital scoring of the CFDT was established, allowing for instant calculation of three indicators and comparison with norms. 143 participants were invited to finish the CFDT and validity tests (including divergent thinking test and remote associates test). Reliability analysis showed an acceptable test-retest reliability for three indicators. Validity analysis indicated that the design fluency was positively correlated with the two creative tests, while design flexibility and design originality were only correlated with divergent thinking. We have developed a new open-source tool that further understands the relationship between executive function and creativity.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"56 ","pages":"Article 101716"},"PeriodicalIF":3.7,"publicationDate":"2024-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143104537","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":"The effort heuristic in little-c evaluations: An effort-derogation effect","authors":"An Zhang,&nbsp;Yiwen Zhang,&nbsp;Yilai Pei,&nbsp;Weiguo Pang","doi":"10.1016/j.tsc.2024.101715","DOIUrl":"10.1016/j.tsc.2024.101715","url":null,"abstract":"<div><div>Previous studies suggest that the effort invested by the producer can serve as a cue for product quality. People tend to infer better quality from high-effort information. This relationship, termed the effort heuristic, has been repeatedly identified in evaluating Pro-c level accomplishments; however, whether it holds in little-c level evaluations remains unclear. Therefore, this study examined the impact of effort information on evaluating little-c products. Twenty drawings from a previous figural test of little-c were used as assessment materials. Undergraduate participants rated the creative quality of drawings under high- and low-effort conditions across three experiments. The results demonstrated that while participants used effort as a heuristic in identifying creative little-c outputs, a reverse pattern emerged—high-effort information was associated with lower ratings. When evaluating little-c (vs. Pro-c) products, individuals tended to devalue (vs. praise) the creator’s effort. We suggest that when judging different levels of creativity, information about the creator’s effort may prime different creative beliefs in raters, resulting in divergent attribution tendencies and opposite rating biases. Our findings highlight the necessity of considering the level of creative products and the raters’ creative mindsets when evaluating creativity.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"56 ","pages":"Article 101715"},"PeriodicalIF":3.7,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143104136","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":"Corrigendum to “The impact of environmental knowledge on the creativity of architectural designs: A study on master of “Energy in Architecture” students in Iran” [Thinking Skills and Creativity 54 (2024) 1–19/101693]","authors":"Hamid Kashefiyeh,&nbsp;Hamed Beyti,&nbsp;Leila Medghalchi,&nbsp;Farzin Haghparast","doi":"10.1016/j.tsc.2024.101713","DOIUrl":"10.1016/j.tsc.2024.101713","url":null,"abstract":"","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"55 ","pages":"Article 101713"},"PeriodicalIF":3.7,"publicationDate":"2024-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143136252","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":"Psychomotricity fostering preschool pupils’ long-term learning","authors":"Lluis Nogué Vila ,&nbsp;Lurdes Martínez Mínguez ,&nbsp;Dolors Cañabate Ortiz ,&nbsp;Jordi Colomer Feliu","doi":"10.1016/j.tsc.2024.101714","DOIUrl":"10.1016/j.tsc.2024.101714","url":null,"abstract":"<div><div>The present research analyses whether an intervention based on employing a grounded psychomotor methodology favours meaningful learning and long-term memorization of curricular content in the same way as an expository methodology would. A comparative analysis between the effects of one methodological intervention and another is performed. The study is carried out with two natural groups of preschool pupils (5–6 years old). The acquisition of content following each of the four sessions programmed for both methodologies, and its memorization in three time frames of 24 hours, 7 days, and 31 days, is evaluated. To evaluate learning and memorization of content, a verbal recognition test and a verbal memorization test are used. The study shows that during the grounded psychomotor intervention, as a methodology that uses meaningful motor skills experienced in an interdisciplinary framework, preschoolers improved their learning. The analysis of the methodological effect was significant despite having found significant differences between groups. Memorization over short (24h), medium-term (7 days) and long-term (31 days) periods of time presents similar values between both methodologies, showing an important recall capacity in both methodologies. In memorization, there are also significant differences according to the group and methodology. The study considers that significant motor interventions experienced as strategic didactic elements are worth considering as a strategy to improve content learning in an educational context at the preschool stage. This study enables us to consider the need to establish mechanisms for preschoolers to control emotional intensity when using psychomotor tasks and delivering intentionally directed curriculum content. A comprehensive examination of the research allows us to contend that although the formative assessment process, which is a byproduct of the learning process itself, has contributed to high memorization results over time, teaching-learning dialogic and constructivist methodologies can be held responsible for very low levels of forgetting.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"56 ","pages":"Article 101714"},"PeriodicalIF":3.7,"publicationDate":"2024-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143104135","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}