Thinking Skills and Creativity最新文献

{"title":"Creative Learning - A Configurative Review of Features and Practices","authors":"André Rabello-Mestre ,&nbsp;Ingunn Johanne Ness ,&nbsp;Vlad Petre Glăveanu","doi":"10.1016/j.tsc.2025.101775","DOIUrl":"10.1016/j.tsc.2025.101775","url":null,"abstract":"<div><div>The idea that learning and creativity are interrelated has experienced a renaissance in the last 20 years. Fashionable and suggestive, the concept of \"creative learning\" has found traction in educational policy and in progressive classrooms across the globe. This configurative review explores how the concept of creative learning has been understood and put into practice across 112 education studies since 2010. Specifically, the review addresses two questions: First, what are the constitutive features and actions that characterize creative learning? Second, what are the overarching themes that can be identified in the literature? The study reports on the findings of an extensive thematic analysis, which indicated four general approaches to creative learning: namely (1) <em>creative agency over learning</em>, (2) <em>affective and embodied pathways</em>, (3) <em>relational ecologies</em>, and (4) <em>learning by doing and making</em>. The review concludes with a discussion of each of these themes, deriving from them a set of practical recommendations and a revised definition of creative learning.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"56 ","pages":"Article 101775"},"PeriodicalIF":3.7,"publicationDate":"2025-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143103812","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 and validation of the critical thinking in academic reading scale for english language teaching students (CTARS-ELT)","authors":"Saeed Abbasi-Sosfadi ,&nbsp;Mohammad Davoudi ,&nbsp;Seyed Mohammad Reza Amirian ,&nbsp;Gholamreza Zareian","doi":"10.1016/j.tsc.2025.101776","DOIUrl":"10.1016/j.tsc.2025.101776","url":null,"abstract":"<div><div>Although extensive research has been carried out on critical thinking within the field of ELT, a search of the literature revealed few studies which focus on the domain-specific assessment of critical thinking. Mostly, researchers of the field are consumers of domain-general scales. A highly questionable assumption could be that general critical thinking skills are transferrable to specific fields or domains in different disciplines. Taking this into account, this study intended to develop and validate a psychometrically multidimensional self-report instrument to measure critical thinking in the skill of reading for ELT students. Based on a thorough review of the existing literature on critical thinking and features of interactive reading, as well as the results of semi-structured interviews with a panel of experts, a hypothesized model which is composed of seven components was proposed, and a 41-item questionnaire was developed accordingly. The results of EFA confirmed the seven proposed components in the hypothesized model, and CFA indicated statistical support for all the factors and items. Furthermore, Cronbach's alpha test proved the reliability of the scale. Overall, Critical Thinking in Academic Reading Scale for ELT students (CTARS-ELT) can be considered a comprehensive guide to the assessment of CT skills in academic reading.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"56 ","pages":"Article 101776"},"PeriodicalIF":3.7,"publicationDate":"2025-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143103815","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 differences in learners' learning processes across collaborative knowledge construction tasks of diverse complexity: A multiple analysis","authors":"Si Zhang ,&nbsp;Zihan Yin ,&nbsp;Shuang Lu ,&nbsp;Zhihui Cai ,&nbsp;Qingqing Li","doi":"10.1016/j.tsc.2025.101774","DOIUrl":"10.1016/j.tsc.2025.101774","url":null,"abstract":"<div><div>A growing amount of attention has been paid to collaborative learning in the field of education. Group members' collaborative knowledge construction plays an important role in successful collaborative learning. Evidence has proven the implicit character of learners' collaboration and the fact that tasks of diverse complexity can promote the development of learners' cognitive abilities in different aspects. So we investigated how learners' collaborative knowledge construction processes varied across tasks of diverse complexity levels, combining explicit behavior with implicit physiological indicators. This study used content analysis, hyperscanning technology based on electroencephalograms (EEG), and epistemic network analysis (ENA) to analyze the data of 28 triads who participated in two 30-minute online collaborative tasks. According to the frequency results, learners' asking questions and planning (TaskPlan) behaviors in collaborative design tasks are significantly higher than those in collaborative concept explanation tasks. The ENA results further demonstrate that, in comparison to collaborative concept explanation tasks, the connectivity coefficients between asking questions and mutual understanding, planning (SociPlan) and mutual understanding, alongside monitoring (SociMoni) and mutual understanding are all higher in collaborative design tasks. Additionally, EEG data show that learners had higher inter-brain synchronization in the collaborative design task compared to the collaborative concept explanation task. The comprehensive analysis of multiple data points to the fact that in collaborative concept explanation tasks, learners place greater emphasis on the comprehension and construction of concepts, while in collaborative design tasks, learners attach more importance to social interactions among team members which calls for more asking questions and planning behaviors. The research findings can help teachers understand the collaborative learning processes of diverse complexity tasks. They can also give learners more specialized guidance and support accordingly.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"56 ","pages":"Article 101774"},"PeriodicalIF":3.7,"publicationDate":"2025-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143103857","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":"A qualitative metasynthesis: Interaction between mathematical modeling and higher order thinking","authors":"Dilara Ulker ,&nbsp;Aytug Ozaltun Celik","doi":"10.1016/j.tsc.2025.101773","DOIUrl":"10.1016/j.tsc.2025.101773","url":null,"abstract":"<div><div>In the current educational context, there is an increasing emphasis on developing students' higher-order thinking skills, along with a search for methods that effectively enhance these abilities. Mathematical modeling, with its problem structure that promotes complex and non-algorithmic thinking, is regarded as an approach that can create optimal conditions for fostering higher-order thinking skills. The existing literature provides valuable insights for practitioners on how to cultivate these skills in mathematics instruction while also guiding researchers in deepening their exploration of these constructs. In response to this need, we conducted a meta-synthesis study to thoroughly examine research focused on the relationship between mathematical modeling and higher-order thinking. Our objective was to explore both how higher-order thinking is reflected in the mathematical modeling process and how mathematical modeling contributes to the development of higher-order thinking skills. We synthesized 12 articles that met the quality criteria through an open-coding and categorization process. Our findings revealed a bidirectional relationship between mathematical modeling and higher-order thinking. Additionally, we identified several key factors that should be considered before, during, and after implementation to maximize the interaction between higher-order thinking and the mathematical modeling process. These factors include the context and structure of the mathematical modeling task, teacher actions during the modeling process, students' experiences, instructional elements, and the nature of the stages in the modeling process. The synthesized results offer valuable insights for practitioners seeking to improve classroom instruction and for researchers aiming to identify gaps in the field.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"56 ","pages":"Article 101773"},"PeriodicalIF":3.7,"publicationDate":"2025-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143171356","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":"Scratch teachers' perceptions of teaching computational thinking with school subjects in a constructionist approach","authors":"Simona Holstein,&nbsp;Anat Cohen","doi":"10.1016/j.tsc.2025.101772","DOIUrl":"10.1016/j.tsc.2025.101772","url":null,"abstract":"<div><div>In recent years, there has been increasing interest in integrating Computational Thinking (CT) into elementary schools. However, few studies have focused on teachers’ perceptions. This study aims to examine teachers' perceptions to bridge the gap between theory and practice. The study analysed teachers’ perceptions of integrating CT into school subjects through the constructionist approach, using Scratch a leading programming platform inspired by Resnick's Lifelong Kindergarten Constructionist model. Over a school year, 31 teachers participated in a professional development program and applied this model in their classrooms. The teachers were interviewed to capture their perceptions of learning and teaching using a constructionist method. The findings revealed that teachers with creative arts experience fully embraced the model, while others partially adopted it. Teachers recognized the benefits of constructionist teaching in fostering creativity, motivation, and engagement among students. However, they struggled with balancing these benefits with school demands and constraints. Challenges included managing time effectively within constraints of school and ensuring curriculum alignment. Despite this, many teachers found that the constructionist approach positively impacted students' learning engagement and personal development. By addressing the identified challenges, teacher education designers, curriculum developers, and schools can develop practices for closing the gap between theory and practice.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"56 ","pages":"Article 101772"},"PeriodicalIF":3.7,"publicationDate":"2025-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143103858","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":"Compositional tools based on artificial intelligence for choral artistic education: Enhancing creative skills in choral arrangements","authors":"Lele Zhang","doi":"10.1016/j.tsc.2025.101768","DOIUrl":"10.1016/j.tsc.2025.101768","url":null,"abstract":"<div><div>Artificial intelligence (AI) demonstrates significant advantages in the educational domain, including choral artistic education. The primary objective of this research is to empirically assess the impact of integrating AI into the traditional academic curriculum on the development of choral arrangement musical skills and creative abilities among students. The study was conducted among 70 third-year students at a Chinese university (45.71 % men and 54.29 % women), with an average age of 20.34 years. The evaluation utilized the Creative Skills Assessment Scale and a standardized methodology for assessing choral arrangement skills. The AI tool employed was the KITS AI program. In the experimental group, a significant increase in creative skills was observed: the ability for innovation increased by 6.26 points, originality of ideas by 5.88 points, and depth of musical understanding by 3.34 points. No statistically significant changes were observed in the control group. Progress was also noted in specific choral arrangement skills, where the experimental group showed improvement by 5.06 points in harmony selection, 4.2 points in voice distribution, and 5 points in melody and rhythm adaptation. Mann-Whitney criterion analysis confirmed that AI integration contributed to a substantial enhancement of both creative and specific musical skills compared to traditional teaching methods. Correlational analysis revealed a connection between creative abilities and musical skills, particularly between innovativeness and the effectiveness of voice distribution. The findings hold significant practical and scientific value, suggesting new approaches for music education and emphasizing the interdependence of creative and technical development in this domain.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"56 ","pages":"Article 101768"},"PeriodicalIF":3.7,"publicationDate":"2025-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143099676","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":"Student perspectives on creative pedagogy: Considerations for the Age of AI","authors":"Sabrina Habib ,&nbsp;Thomas Vogel ,&nbsp;Evelyn Thorne","doi":"10.1016/j.tsc.2025.101767","DOIUrl":"10.1016/j.tsc.2025.101767","url":null,"abstract":"<div><div>Creative thinking is essential to learning and individual growth. Understanding how to foster this essential skill in educational settings is critical, especially in an era where artificial intelligence can act as a creative proxy. This study examined the role of teaching creative thinking and problem-solving in higher education, offering considerations to the proliferation of artificial intelligence accessibility. Through a qualitative analysis of 391 student reflections from two courses, one at a public flagship university's School of Journalism and Mass Communications in the South and a second at a private small liberal arts college (SLAC)’s School of Communication in the Northeast, the research offers an examination of distinct student cohorts from two courses over five years on student perceptions of creative education in the U.S. The findings support the efficacy of creative courses in preparing students to thrive in any discipline in the age of AI, highlighting the importance of creative education in a world increasingly influenced by evolving technologies.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"56 ","pages":"Article 101767"},"PeriodicalIF":3.7,"publicationDate":"2025-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143099675","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":"Creative and healthy through improv: Effects of training improvisational theatre on creative and work-related self-efficacy and self-esteem","authors":"Laura Berkemeyer ,&nbsp;Carmen Binnewies ,&nbsp;Micha Hilbert ,&nbsp;Lucas Maunz","doi":"10.1016/j.tsc.2025.101757","DOIUrl":"10.1016/j.tsc.2025.101757","url":null,"abstract":"<div><div>This study examines the effects of people starting to participate in improvisational theatre (improv) on self-concepts in the work domain compared to a sports control group. Improv is a type of theatre in which people spontaneously create scenes without a script. Although improv training aims to build creativity and spontaneity, empirical evaluations of these beneficial effects are missing. Building on self-efficacy and self-esteem theory, we expect that people who begin to practice improv experience an increase in self-esteem, work-related self-efficacy, and creative self-efficacy compared to a sports control group. Longitudinal data were collected from 202 participants (104 = intervention; 98 = control group; <em>N</em> = 453 data points) on four occasions. We used linear regression and latent growth modelling to evaluate our hypotheses. Results indicate that the increase in work-related self-efficacy, creative self-efficacy, and self-esteem was not stronger in the improv group compared to the sports group after the first training session. However, we found that creative self-efficacy and self-esteem increased in the improv training group over time and that this increase was stronger in the improv group than the sport control group. The results provide initial support for long-term positive effects, which can be used to design educational programs and therapeutic interventions.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"56 ","pages":"Article 101757"},"PeriodicalIF":3.7,"publicationDate":"2025-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143103856","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 junior high school students’ creativity in maker education: The design thinking approach","authors":"Peng Chen ,&nbsp;Rong Wang ,&nbsp;Yuanyuan Ma","doi":"10.1016/j.tsc.2025.101764","DOIUrl":"10.1016/j.tsc.2025.101764","url":null,"abstract":"<div><div>Maker education is an emerging approach that fosters creativity in K-12 students. However, there is still much to learn about designing effective maker activities and curricula that foster creativity. Design thinking is an innovative methodology that guides the design process and promotes creativity. This study incorporated design thinking into maker education to investigate its impact on students’ creativity, including creative tendency, creative thinking, and design performance. The study lasted 12 weeks and involved 60 seventh-grade students from two classes at a junior high school in China. Both groups were taught how to use 3D design software and create artifacts, but the experimental group learned through a design thinking model. In contrast, the control group was taught using a traditional approach. The results indicated that integrating design thinking into maker education supports the development of creativity. Finally, the implications of these findings are discussed.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"56 ","pages":"Article 101764"},"PeriodicalIF":3.7,"publicationDate":"2025-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143099674","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"SWOT analysis of Al empowered entrepreneurship education: Insights from digital learners in higher education","authors":"Xiaojing Weng ,&nbsp;Michelle Mingyue Gu ,&nbsp;Qi Xia ,&nbsp;Thomas K.F. Chiu","doi":"10.1016/j.tsc.2025.101763","DOIUrl":"10.1016/j.tsc.2025.101763","url":null,"abstract":"<div><div>Artificial Intelligence (AI), an educational innovation, has been adopted to facilitate diverse education contexts. While some educators utilized Al to empower entrepreneurship education, this digital strategy has not been explored comprehensively, especially from the perspective of higher education digital learners who use technology as their primary means of learning. To fill the gap, we conducted task-based interviews with 10 university digital learners after their participation of a digital learning and technology programme designed to foster creativity and entrepreneurship. In the interviews, students were invited to conduct SWOT analysis to examine the strengths and weaknesses of AI, along with its potential opportunities and threats in the context of entrepreneurship education. By collaboratively analysing the interview data with thematic analysis method, our study revealed the AI-empowered entrepreneurship education offers strengths like information support, personalized learning, and efficiency increase, but suffers from weaknesses like imprecise information, lack of interpersonal interaction, and technical limits. It provides opportunities like increased entrepreneurial chances, improved information access and fostering of entrepreneurship education 4.0. However, it may also pose threats like data security and privacy issues, over-reliance, ethical concerns, and educational inequality. We discuss the research findings, propose implications for educators to implement the digital strategy, and suggest future directions for entrepreneurship education practice and research to fully utilize AI in the subject.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"56 ","pages":"Article 101763"},"PeriodicalIF":3.7,"publicationDate":"2025-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143099673","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}