Thinking Skills and Creativity最新文献_第7页

Pre-evaluation of learning status based on logit models for music education in young children with special needs 基于logit模型的特殊需要幼儿音乐教育学习状态预评价

IF 4.5 2区教育学

Thinking Skills and Creativity Pub Date : 2026-06-01 Epub Date: 2025-11-15 DOI: 10.1016/j.tsc.2025.102063

Liza LEE , Ying Sing LIU

{"title":"Pre-evaluation of learning status based on logit models for music education in young children with special needs","authors":"Liza LEE , Ying Sing LIU","doi":"10.1016/j.tsc.2025.102063","DOIUrl":"10.1016/j.tsc.2025.102063","url":null,"abstract":"<div><div>This study focuses on the pre-evaluation of the learning achievements derived from educational courses, aiming to control the risk of loss (attrition) in the use of educational resources for young children with special needs and ensuring that the desired results are achieved. Music education courses (MECs) for young children with special needs in Taiwan were used as a case study. We used the logit model to develop a predictive model that could pre-evaluate the learning achievement of course implementation through the historical teaching data of MECs, which could be used for quality supervision and risk control of learning outcomes in the future. This study analyzed video recordings of MECs implemented in Taiwan from January 2002 to December 2019. Each MEC was implemented for 40 min of music education three times a week for 16 consecutive weeks. Data from 269 valid participants aged 2–6 years were collected and analyzed. First, through empirical research, it was found that participants experienced significant improvements in linguistic competence, physical ability, interaction with others, and self-exposure after the course was implemented. Second, it was found that age group and gender were not associated with the risk of low learning achievement. However, there were significant differences in the risk of low learning achievement in young children with different disability categories, and the risk of low learning achievement in children with developmental delays was lower than that in children with other syndromes. Finally, through the established risk evaluation model, it was found that the overall prediction accuracy rate in the sample could reach 86.60 %, which confirms the better predictive power of this model. The predicted results are available for early response and processing by participants, teachers, and educational resource managers and can be used as a quality management method for curriculum implementation.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"60 ","pages":"Article 102063"},"PeriodicalIF":4.5,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145579741","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

Effects of game-based learning integrated with different thinking-guided methods on computational thinking of elementary school students 结合不同思维引导方法的游戏学习对小学生计算思维的影响

IF 4.5 2区教育学

Thinking Skills and Creativity Pub Date : 2026-06-01 Epub Date: 2025-11-07 DOI: 10.1016/j.tsc.2025.102056

Ting-Chia Hsu, Tai-Ping Hsu

{"title":"Effects of game-based learning integrated with different thinking-guided methods on computational thinking of elementary school students","authors":"Ting-Chia Hsu, Tai-Ping Hsu","doi":"10.1016/j.tsc.2025.102056","DOIUrl":"10.1016/j.tsc.2025.102056","url":null,"abstract":"<div><div>The study developed an online game system for young students to learn computational thinking (CT), and explored the CT learning achievements and self-efficacy of students using two thinking-guided methods. One method was 5W1H, which is well known in science learning, and the other was concept-association-based concept mapping (CABCM). These thinking-guided methods, aimed at the beginning stage of problem analysis, were utilized before playing the online game, with the aim of helping students learn and solve CT tasks in the game scenarios. The research involved 54 students whose average age was 10, divided into two groups based on the different thinking-guided methods. The experimental results showed that students in both the CABCM and 5W1H groups demonstrated significant learning gains in CT achievement and self-efficacy from pre-test to post-test. While no statistically significant difference was found in the post-test scores between the two groups, a detailed analysis of learning behaviors revealed distinct problem-solving pathways associated with each thinking-guided method. The findings suggest that both integrated approaches effectively fostered CT skills, albeit through different cognitive processes. This research contributes to CT education by integrating thinking-guided methods into an online CT game. It offers empirical evidence on the effectiveness of such integrated approaches and provides insights into the processes and behaviors associated with different thinking-guided methods, shedding light on students' challenges in learning CT through games.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"60 ","pages":"Article 102056"},"PeriodicalIF":4.5,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145579816","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

‘Now I understand what being creative looks like’: Preservice-teachers’ experiences of a module on creativity in education “现在我明白了创造力是什么样子”：职前教师在教育创造力模块上的经验

IF 4.5 2区教育学

Thinking Skills and Creativity Pub Date : 2026-06-01 Epub Date: 2025-12-15 DOI: 10.1016/j.tsc.2025.102113

Irene White, Fiona Gallagher, Peter Tiernan

{"title":"‘Now I understand what being creative looks like’: Preservice-teachers’ experiences of a module on creativity in education","authors":"Irene White, Fiona Gallagher, Peter Tiernan","doi":"10.1016/j.tsc.2025.102113","DOIUrl":"10.1016/j.tsc.2025.102113","url":null,"abstract":"<div><div>The need to support teachers in fostering creativity in education has been identified. This paper explores preservice-teachers’ engagement with a module on creativity in post-primary education. The module aimed to foster a creative mindset among preservice-teachers through critical engagement with the theoretical underpinnings of creativity and a range of practical tools and strategies characteristic of creative learning environments. A key objective of the module was to demystify the concept of creativity and highlight the need for every teacher, regardless of their subject specialism, to foster creativity in the post-primary classroom. This paper is based on a study which explored the extent to which a module on creativity influences preservice-teachers’ identity and professional practice and how an interdisciplinary and participatory approach might support their development as creative teachers. The study is interpretive in design and was based on qualitative data gathered from participants’ feedback. Braun and Clarke’s (2006) Thematic Analysis procedures were used in the analysis of the data. Findings suggest that (1) an explicit focus on creativity in education can be instrumental in bridging the gap between educational policy and classroom practice; (2) the increased visibility of creativity in initial-teacher-education can help counter the arts bias and the systemic barriers that can exist in school cultures and (3) an interdisciplinary and collaborative approach can be highly effective in the development of creative self-beliefs.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"60 ","pages":"Article 102113"},"PeriodicalIF":4.5,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145797151","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

Profiles of big, pro, and little music creative mindsets: its relationships with music creative self-efficacy 大、亲、小音乐创作心态的分析：与音乐创作自我效能的关系

IF 4.5 2区教育学

Thinking Skills and Creativity Pub Date : 2026-06-01 Epub Date: 2026-01-06 DOI: 10.1016/j.tsc.2026.102135

Myung-Seop Kim , Jiyeon Min

引用次数: 0

Colloquial engagement theory with AI awareness (CET-AIA): A new creative pedagogical framework for ethical assessment in the age of artificial intelligence 具有人工智能意识的口语参与理论（CET-AIA）：人工智能时代伦理评估的一个新的创造性教学框架

IF 4.5 2区教育学

Thinking Skills and Creativity Pub Date : 2026-06-01 Epub Date: 2025-11-04 DOI: 10.1016/j.tsc.2025.102051

Chokri Kooli , Nadia Yusuf , Mohammed Y. Sarhan

{"title":"Colloquial engagement theory with AI awareness (CET-AIA): A new creative pedagogical framework for ethical assessment in the age of artificial intelligence","authors":"Chokri Kooli , Nadia Yusuf , Mohammed Y. Sarhan","doi":"10.1016/j.tsc.2025.102051","DOIUrl":"10.1016/j.tsc.2025.102051","url":null,"abstract":"<div><div>This study introduces the Colloquial Engagement Theory with AI Awareness (CET-AIA), a novel pedagogical framework developed to address academic integrity challenges in higher education posed by generative AI systems. CET-AIA integrates informal, context-sensitive questioning into assessment design to discourage AI-assisted cheating and enhance authentic student engagement. A quasi-experimental design was implemented across three undergraduate courses, comparing student and AI (ChatGPT-3.5) performance on traditional versus colloquial multiple-choice assessments. Theoretical foundations were drawn from Constructivism, Cognitive Load Theory, Sociocultural Theory, and Authentic Assessment. Performance trends were analyzed using <em>t</em>-tests, ANOVA, regression models, and mixed-effects modeling. Results indicate a significant initial decline in student scores under colloquial questioning, followed by gradual improvement, confirming both the cognitive challenge and adaptation process. In contrast, AI models showed a persistent performance drop when confronted with colloquial, context-specific questions. These outcomes demonstrate CET-AIA’s effectiveness in fostering deeper learning and in shielding assessments from AI exploitation. CET-AIA offers a scalable framework for designing AI-resistant assessments that promote critical thinking and real-world comprehension. The approach aligns with current educational priorities in fostering academic honesty and student-centered learning in digitally enhanced environments. This research is among the first to offer a theoretically grounded, empirically validated framework specifically designed to neutralize AI-assisted cheating through linguistic and contextual innovation. CET-AIA bridges the gap between AI ethics, pedagogy, and assessment, presenting a future-ready model for ethical education.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"60 ","pages":"Article 102051"},"PeriodicalIF":4.5,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145475844","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

Interpretable machine learning reveals key determinants of creative thinking among East Asian students: Evidence from PISA 2022 可解释的机器学习揭示了东亚学生创造性思维的关键决定因素：来自PISA 2022的证据

IF 4.5 2区教育学

Thinking Skills and Creativity Pub Date : 2026-06-01 Epub Date: 2025-11-19 DOI: 10.1016/j.tsc.2025.102069

Hui Chen , Hongji Deng , Hao Yu , Yan Dong , Huazhen Wang

{"title":"Interpretable machine learning reveals key determinants of creative thinking among East Asian students: Evidence from PISA 2022","authors":"Hui Chen , Hongji Deng , Hao Yu , Yan Dong , Huazhen Wang","doi":"10.1016/j.tsc.2025.102069","DOIUrl":"10.1016/j.tsc.2025.102069","url":null,"abstract":"<div><div>This study investigates the key factors and underlying mechanisms influencing creative thinking among East Asian secondary school students using PISA 2022 data. Using a rigorous machine learning approach, we compared five predictive models and identified LightGBM as the most accurate in forecasting creative thinking. We subsequently employed SHAP (SHapley Additive exPlanations), an interpretable machine learning technique, to quantify feature contributions and decompose individual predictions into additive effects, enabling both global and local interpretability. The results revealed three key findings: 1) Academic performance (reading, science, and math performance), ESCS (family economic, social and cultural status), and gender were the five most important predictors; 2) While reading and science performance exhibited a nearly linear positive relationship with creative thinking, ESCS, math performance, empathy and self-efficacy in digital competencies exhibit threshold effects—their positive influence was strongest within optimal value ranges. By contrast, creative family climate and expected educational attainment showed negative relationship with creative thinking; 3) SHAP-based interaction analyses identified the strongest interactions between reading performance and ESCS, science performance and gender, and science performance and ESCS. These findings enhance the theoretical understanding of the multidimensional determinants of creative thinking in East Asian educational contexts and provide researchers and practitioners with empirically grounded insights for designing targeted interventions.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"60 ","pages":"Article 102069"},"PeriodicalIF":4.5,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145623965","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 the intersection of creativity and critical thinking among students: A meta-analysis 探索学生创造力和批判性思维的交集：一项元分析

IF 4.5 2区教育学

Thinking Skills and Creativity Pub Date : 2026-06-01 Epub Date: 2025-12-25 DOI: 10.1016/j.tsc.2025.102119

Ji Hoon Park, Nils Myszkowski, Weihua Niu

{"title":"Exploring the intersection of creativity and critical thinking among students: A meta-analysis","authors":"Ji Hoon Park, Nils Myszkowski, Weihua Niu","doi":"10.1016/j.tsc.2025.102119","DOIUrl":"10.1016/j.tsc.2025.102119","url":null,"abstract":"<div><div>Both creativity and critical thinking are considered key skills for students to navigate the complexities of the 21st century. However, there is relatively scarce literature that points to how these two constructs may be related. The lack of clarity on this relation undermines the understanding of their interplay in education and learning and might hinder opportunities for joint training and assessment. Following a recent review of the literature, which suggested a link between creativity and critical thinking in the general population, we proposed to estimate and test the overall correlation between the two constructs in educational contexts using a meta-analysis. A total of 51 correlation estimates (in 29 different studies) were extracted from a systematic review, representing a total sample size of 12548. Because some effect sizes were nested in publications, we used a 3-level meta-analysis and meta-regressions. Despite significant heterogeneity, we found a significant positive moderate correlation between the two constructs <span><math><mrow><mi>r</mi><mspace></mspace><mo>=</mo><mspace></mspace><mn>0.386</mn><mspace></mspace><mo>[</mo><mrow><mo>.</mo><mn>296</mn><mo>,</mo><mo>.</mo><mn>470</mn></mrow><mo>]</mo><mo>,</mo><mi>p</mi><mspace></mspace><mo><</mo><mspace></mspace><mn>0.001</mn></mrow></math></span>, with no significant publication bias. The effect was not significantly moderated by student education level, age of participants, geographical region, or year of publication, but was significantly moderated by the type of measurement used, with larger effects observed when both creativity and critical thinking measures were self-reports. Implications for education, training, and assessment of both skills, as well as future research, are discussed.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"60 ","pages":"Article 102119"},"PeriodicalIF":4.5,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145883795","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 new perspectives on critical thinking cultivation for college students: Socially shared regulation of learning 探讨大学生批判性思维培养的新视角：学习的社会共享调节

IF 4.5 2区教育学

Thinking Skills and Creativity Pub Date : 2026-06-01 Epub Date: 2025-12-29 DOI: 10.1016/j.tsc.2025.102124

Yumin Zheng , Chaowang Shang , Si Zhang , Qianqian Gao , Feng Cheng , Yue Han

{"title":"Exploring new perspectives on critical thinking cultivation for college students: Socially shared regulation of learning","authors":"Yumin Zheng , Chaowang Shang , Si Zhang , Qianqian Gao , Feng Cheng , Yue Han","doi":"10.1016/j.tsc.2025.102124","DOIUrl":"10.1016/j.tsc.2025.102124","url":null,"abstract":"<div><div>Socially shared regulation of learning (SSRL) has demonstrated potential in enhancing students' critical thinking. However, prior studies have mainly focused on quantitative outcomes, with limited exploration of developmental patterns and individual differences. This study investigated how students develop critical thinking through peer interaction supported by SSRL scaffolds, using content analysis and epistemic network analysis (ENA) on data from 52 college students enrolled in an SSRL-based course. The results show that SSRL scaffolds effectively improve students' critical thinking and academic performance. Critical thinking exhibits a fluctuating trajectory characterized by an initial increase, followed by a decline and a subsequent rise. Significant differences exist among students with different regulatory styles, highlighting the need for personalized support. Based on these findings, this study provides targeted intervention recommendations for various stages of SSRL and regulatory styles to inform future SSRL design and practice.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"60 ","pages":"Article 102124"},"PeriodicalIF":4.5,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145883793","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

Eliciting students’ creative reasoning: A design-based study on teacher moves 激发学生创造性推理：基于设计的教师动作研究

IF 4.5 2区教育学

Thinking Skills and Creativity Pub Date : 2026-06-01 Epub Date: 2026-01-07 DOI: 10.1016/j.tsc.2026.102137

Çiğdem Alkaş-Ulusoy, Elçin Emre-Akdoğan, Ekin Balcı

{"title":"Eliciting students’ creative reasoning: A design-based study on teacher moves","authors":"Çiğdem Alkaş-Ulusoy, Elçin Emre-Akdoğan, Ekin Balcı","doi":"10.1016/j.tsc.2026.102137","DOIUrl":"10.1016/j.tsc.2026.102137","url":null,"abstract":"<div><div>This study examines how specific teacher moves elicit and interact with students’ creative mathematical reasoning (CMR), which includes the components of novelty, plausibility, and mathematical foundation. The study aims to examine the role of teacher moves in eliciting CMR in high school mathematics classrooms. A design-based research methodology was employed in a Turkish high school with 14 students and two mathematics teachers. The study involved iterative cycles of pre-meetings, classroom implementation, and post-meetings. Data were collected through classroom video recordings, observation protocols for teacher moves, and students’ CMR. The analysis focused on identifying specific students’ CMR that is elicited by teacher moves during proof tasks in the context of Euclidean Geometry. The study revealed that teacher moves played a central role in eliciting students’ CMR by interweaving the components of novelty, plausibility, and mathematical foundation. Our findings indicate that the dynamic interplay between teacher and students creates a space in which students generate original ideas, reflecting the novelty component of CMR. We also found that the teacher’s selection and implementation of tasks plays a critical role that supports students in producing novel ideas within a dialogic classroom environment. Plausibility was supported by structured classroom discussion, sequenced idea sharing, and feedback mechanisms that prompted students to justify and refine their reasoning. The mathematical foundation component was supported through the establishment of mathematical connections, facilitated by the use of precise definitions, targeted feedback, and formal language and representations.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"60 ","pages":"Article 102137"},"PeriodicalIF":4.5,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145938629","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

Unveiling the nexus: Computational thinking and mathematical modelling in K-12 education- a teacher-centric exploration 揭示联系：K-12教育中的计算思维和数学建模——以教师为中心的探索

IF 4.5 2区教育学

Thinking Skills and Creativity Pub Date : 2026-06-01 Epub Date: 2025-10-30 DOI: 10.1016/j.tsc.2025.102049

Behiye Dinçer Aksoy , Filiz Kuşkaya Mumcu , Berna Cantürk Günhan

引用次数: 0