Thinking Skills and Creativity最新文献

{"title":"Retrieval bias and policy judgment: A cognitive perspective on principals and teachers' evaluations","authors":"Ran Etgar ,&nbsp;Emanuel Tamir","doi":"10.1016/j.tsc.2025.101932","DOIUrl":"10.1016/j.tsc.2025.101932","url":null,"abstract":"<div><div>During periods of crisis, educational leadership can provide inspiration. This article investigates how educators evaluated policies implemented during the pandemic. Teachers and principals were asked about their reactions to the application of policies devised by educational leaders, and their perceptions of those policies. Specifically, it focuses on the retrieval bias involved in decision-making, by examining the ways educators judged real situations while dealing with guidelines that ran counter to their judgment. The results contradict typical assumptions about this bias. By contrast to previous literature, the findings showed no Negative Post Example Evaluation. Rather, the results tended to cohere with intuition: when asked to provide a negative example, the educators were more likely to enter into a negative mindset and not the other way around. The principals’ judgments did not differ from those of the teachers. These findings contribute to a better understanding of the ways in which educators evaluate policies they are required to apply during crises.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"58 ","pages":"Article 101932"},"PeriodicalIF":4.5,"publicationDate":"2025-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144779410","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":"Constructive dispute: Using dialogic education to reduce the threat of polarisation","authors":"Yifat Ben-David Kolikant ,&nbsp;Rupert Wegerif","doi":"10.1016/j.tsc.2025.101941","DOIUrl":"10.1016/j.tsc.2025.101941","url":null,"abstract":"<div><div>This theoretical paper revisits the ‘three types of talk’ analysis widely used in dialogic education and argues that it needs to be adapted if it is to be useful in combating polarisation. In the current tradition of dialogic education, a type of interaction is encouraged that assumes that participants are open to learning from each other and to reconsidering their positions, often referred to as ‘Exploratory Talk’. 'Disputational Talk,' on the other hand, which is characterised by resistance to learning from different perspectives, has been largely dismissed as educationally unproductive. We argue, using evidence from research, that dialogues between students lacking an initial willingness to learn from others can still offer educational benefits. We termed the new type of talk we propose 'Constructive Dispute'. To support our claim, we provide evidence that a carefully designed pedagogical approach can facilitate students' understanding of different perspectives, even when the participating students are not predisposed to question or revise their fundamental beliefs. This educational process promotes both knowledge acquisition and an attitudinal change. Students shift from outright dismissal of opposing views to recognising them as legitimate contributions to a continuing dialogue. We propose that a 'Constructive Dispute' pedagogy is particularly applicable to contentious subjects where strong identity commitments preclude the effectiveness of established dialogic teaching methods. This paper outlines strategies for implementing 'Constructive Dispute' in the classroom and underscores its importance in cultivating critical engagement with a plurality of viewpoints.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"58 ","pages":"Article 101941"},"PeriodicalIF":4.5,"publicationDate":"2025-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144779859","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":"Framed thinking. Can we rewire our minds?","authors":"Bożydar L.J. Kaczmarek ,&nbsp;Katarzyna Markiewicz","doi":"10.1016/j.tsc.2025.101935","DOIUrl":"10.1016/j.tsc.2025.101935","url":null,"abstract":"<div><div>Humans are pattern makers since already-formed cognitive and action frameworks make it possible to solve everyday dilemmas appropriately. As they have proven effective in many situations, humans tend to maintain them despite evidence to the contrary. The present study assessed the possibility of changing these frames. We used visual puzzles and a story that required filling in missing words. After completing the story, participants were to fill in blanks in another version of the same story with entirely new verbs. Also, the Cognitive Reflection Test (CRT) was used to evaluate reflective thinking. The study comprised 531 participants of various ages, education stages, and branches of science. Significant correlations were observed between the ability to use new words used in the second story, puzzles, and the CRT test. We propose the term framed thinking and posit that it is seated between system 1 and system 2 modes of thought. Correlation analysis revealed that the education stage played a significant role in successfully solving the CRT test and the story task. Yet a considerable number of participants from both groups struggled with completing the tasks, which suggests the need to practice creative thinking. Supplementing stories may be helpful but other factors may be at play, too. One of them is teaching focused on fixed schematic thinking that enables test completion at the expense of creative thinking. It is strengthened by social media, which replaced face-to-face communication. It highlights a need for developing language abilities and critical thinking. It would require changing school curricula and the attitudes of teachers, which might take some time. Extracurricular activities that focus on personal growth, discussion, and community engagement can help teach students to work in groups and enhance their language and critical thinking skills.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"58 ","pages":"Article 101935"},"PeriodicalIF":4.5,"publicationDate":"2025-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144773067","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":"Monitoring university students’ learning processes: application of Advanced Learning Technologies and integrated multichannel techniques","authors":"María Consuelo Sáiz-Manzanares ,&nbsp;Raúl Marticorena-Sánchez ,&nbsp;María-Camino Escolar-Llamazares ,&nbsp;Luis Jorge Martín-Antón ,&nbsp;Rut Velasco-Saiz","doi":"10.1016/j.tsc.2025.101938","DOIUrl":"10.1016/j.tsc.2025.101938","url":null,"abstract":"<div><div>Using Advanced Learning Technologies (ALT) may facilitate the curriculum space needed to promote students’ thinking skills such as self-regulation of thinking, the use of metacognitive strategies, and monitoring learning behaviours. In addition, using integrated multi-channel eye-tracking, Education Data Mining techniques, and data fusion provides information about how each student deploys these strategies at the process level (rather than the results level) and at a level of detail that other techniques do not. The general objectives of this study were: (1) Determine whether students’ behaviours in the LMS predicted results of their learning in different evaluation tests (individual vs. group); (2) Determine whether behavioural records (physiological and eye-tracking) produced with integrated multi-channel techniques predicted learning results in different evaluation tests (individual vs. group); (3) Test whether student behaviours in resources and activities in ALT environments differed depending on the degree type; and (4) Determine whether the results of monitoring student behaviours in ALT environments via integrated multi-channel technology using heat maps and gaze point differed depending on the students’ learning results. The study was performed during one semester with a sample of 64 university students in their final year of health sciences or biomedical engineering degrees. Their learning behaviour in terms of activities and resources in Moodle was monitored along with their use of self-regulated virtual labs for promoting thinking skills. Learning results were assessed using traditional multiple-choice tests and project-based learning assessments (execution and presentation). The results indicate that the variance in the results explained by the use of activities and resources aimed at acquiring thinking skills was greater in project-based learning assessments in both course groups. In addition, the variance explained by the indicators of cognitive load measured by eye-tracking and Galvanic Skin Response (GSR) was greater for the learning results in traditional testing. The use of ALT resources and self-regulated virtual laboratories enhanced students’ acquisition of thinking skills. Nonetheless, learning activities must be carefully designed and learning behaviours need to be monitored during the learning process in order to tailor the educational response. This requires better teacher—and student—training in using these resources and in interpreting the resulting records.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"58 ","pages":"Article 101938"},"PeriodicalIF":4.5,"publicationDate":"2025-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144809956","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":"Bridging disciplines: Enhancing integrative thinking via collaborative problem-based learning in higher education","authors":"Yanyi Wu ,&nbsp;Xinyu Lu ,&nbsp;Chenghua Lin","doi":"10.1016/j.tsc.2025.101939","DOIUrl":"10.1016/j.tsc.2025.101939","url":null,"abstract":"<div><div>Addressing complex challenges requires graduates with integrative thinking, a competency often underdeveloped due to disciplinary silos in higher education. This study compared the effectiveness of structured interdisciplinary Collaborative Problem-Based Learning (CPBL), featuring explicit integration scaffolding, versus a traditional collaborative model in fostering undergraduates' integrative thinking skills. Using a quasi-experimental, mixed-methods design within an interdisciplinary course, integrative thinking was assessed pre/post via a validated performance task, complemented by qualitative data from reflective journals and focus group interviews. Quantitative analysis showed the CPBL group achieved significantly greater gains in integrative thinking. Qualitative analysis revealed that structured scaffolding (particularly a mandatory framework-building phase), navigating disciplinary differences, collaborative dynamics, facilitative instruction, and developing metacognitive awareness were key factors influencing the integration process from student perspectives. Findings indicate that a holistic, structured CPBL approach is a significantly more effective pedagogy than traditional collaboration for enhancing integrative thinking, highlighting the value of intentional design with explicit support for synthesis.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"58 ","pages":"Article 101939"},"PeriodicalIF":4.5,"publicationDate":"2025-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144724037","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 creative thinking in East Asia: The role of extracurricular activities and supportive environments","authors":"Jiali Li ,&nbsp;Qixing Fan ,&nbsp;Kai Zhao ,&nbsp;Yanan Zhang ,&nbsp;Huiqing Liang","doi":"10.1016/j.tsc.2025.101937","DOIUrl":"10.1016/j.tsc.2025.101937","url":null,"abstract":"<div><div>Creative thinking is increasingly recognized as a critical competency for academic and lifelong success. Drawing on data from 16,893 students in the Four Asian Tigers—Singapore, Hong Kong-China, South Korea, and Chinese Taipei—this study investigates the direct and indirect effects of extracurricular activities and supportive environments on East Asian students’ creative thinking. Results from structural equation modeling reveals that in-school activities, particularly those emphasizing expression and STEM domains, positively predict creative thinking via enhanced intrinsic motivation, curiosity, and risk-taking propensity. In contrast, out-of-school activities in similar domains often are often negatively associated with creative thinking, attributable to commercialization, credentialism, and performance-driven design. School and instructional support demonstrates complex effects: while indirect benefits emerge via individual traits, direct associations are often negative, reflecting tensions between creativity-oriented pedagogy and test-centric, hierarchical schooling cultures, as well as the superficial implementation of creative instruction. Peer and family support consistently promote creative thinking both directly and through individual traits. Extending Amabile’s intrinsic motivation hypothesis and Sternberg and Lubart’s investment theory, this study highlights the importance of autonomy-supportive environments that prioritize open-ended, non-instrumental learning over assessment-driven constraints in fostering creative thinking.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"58 ","pages":"Article 101937"},"PeriodicalIF":4.5,"publicationDate":"2025-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144738318","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 Bhutanese ESL teachers’ perceptions and teaching of critical reading through the Four Resources Model","authors":"Ugyen Tshering ,&nbsp;Maya Gunawardena ,&nbsp;Kate Wilson","doi":"10.1016/j.tsc.2025.101934","DOIUrl":"10.1016/j.tsc.2025.101934","url":null,"abstract":"<div><div>This qualitative case study aimed to explore and understand three Bhutanese middle school English as a Second Language (ESL) teachers’ teaching of critical reading in their grade-9 English lessons. Firstly, semi-structured interviews were conducted with the teachers to understand their initial perspectives on critical reading and teaching it. The teachers then used <span><span>Freebody and Luke’s (1990)</span></span> Four Resources Model (FRM) as an intervention to teach critical reading using the texts of their choice from the curriculum. The FRM comprises four reader roles: text decoders, participants, users and analysts. This study, however, focused on the FRM’s implications for empowering readers as text analysts. Thematic analysis was used to analyse the teachers’ pre- and post-interview responses and FRM implementation interactions. The results showed that the FRM can potentially help teachers develop pedagogical skills to engage students as text analysts, fostering their critical thinking and analytical skills.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"58 ","pages":"Article 101934"},"PeriodicalIF":4.5,"publicationDate":"2025-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144773068","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":"Assessing novel techniques to promote creative cognition: Imaginative recategorization and context-dependent property generation","authors":"Shanti Astra ,&nbsp;Kenneth Kurtz","doi":"10.1016/j.tsc.2025.101933","DOIUrl":"10.1016/j.tsc.2025.101933","url":null,"abstract":"<div><div>Creativity is often the key to enhancing experience and improving outcomes in professional pursuits and everyday life, however it can be difficult to achieve. A mental set restricts people to considering only standard approaches or obvious aspects of a situation and thereby blocks potential creativity. The present study addresses two novel and relatively lightweight interventions to encourage participants to extend beyond their default concepts of task-relevant objects. <em>Imaginative recategorization</em> invites participants to consider an object in a novel role by considering its potential membership in a familiar category that violates traditional taxonomic status. <em>Context-dependent property generation</em> focuses participants on activating properties of an object that only become obvious when situated in a particular context. Participants were given a short training and then completed the Alternate Uses Task (AUT) and Make a Creature (MAC) creativity tasks with a guided application of each learned technique to problem-relevant objects. In the control condition, participants instead completed a free-association exercise starting from a problem-relevant object before completing the same two creativity tests. The Make a Creature task did not lead to reliable differences, however the AUT showed that imaginative recategorization increased cognitive flexibility, with decreased usefulness of responses. Results reveal the value and limitations of the proposed techniques to break out of mental sets and achieve creative cognition by inviting new pathways between problem-relevant objects, their categorizations, and the inference of category properties.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"58 ","pages":"Article 101933"},"PeriodicalIF":4.5,"publicationDate":"2025-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144738267","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":"Design knowledge scaffolds to facilitate students’ probabilistic thinking skills for solving classical probability problems: An exploratory study","authors":"Shengqing He ,&nbsp;Yan Ping Xin","doi":"10.1016/j.tsc.2025.101928","DOIUrl":"10.1016/j.tsc.2025.101928","url":null,"abstract":"<div><div>Students encounter numerous difficulties in solving probability problems. Although there have been efforts to enhance students’ probabilistic thinking, most of these studies focused on extrinsic approaches such as contextual settings and visual representation aided by certain technologies. Few studies adopted an integrated perspective to design scaffolds from contextual, conceptual, and procedural dimensions and to examine their impact on students’ probabilistic thinking skills. This quasi-experimental study explored the effectiveness of integrated contextual-conceptual-procedural scaffolds of combinatorial knowledge to enhance middle school students’ performance in sample space and probability comparison tasks in compound experimental contexts. In this study, we divided four parallel seventh-grade classes from a school in Shanghai, China, involving 132 students into the experimental and control groups. Two classes in the experimental group received tailored instructional intervention, while two classes in the control group did not receive any additional intervention. The post-test revealed that the experimental group performed better than the control group on the sample space task. Still, the experimental group’s advantage on this task did not produce a chain effect. We propose three implications for improving textbook design and teaching practices by analyzing the potential reasons for the above findings.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"58 ","pages":"Article 101928"},"PeriodicalIF":3.7,"publicationDate":"2025-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144704044","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":"Characterizing social problem-solving skills in STEAM activities among preschool children enacting different social positions","authors":"Yuanmeng Zhan ,&nbsp;Yuchen Wu ,&nbsp;Xiaohong Liu ,&nbsp;Li Zhao","doi":"10.1016/j.tsc.2025.101931","DOIUrl":"10.1016/j.tsc.2025.101931","url":null,"abstract":"<div><div>Social problem-solving (SPS) skills are necessary competencies to generate effective coping strategies for specific problematic situations within preschool Science, Technology, Engineering, Arts &amp; Mathematics (STEAM) activities. Successful social problem-solving requires an effective social interaction network. Although studies have shown that children's position in social networks tends to influence their learning behavior, few studies have examined the relation of SPS skills from the perspective of social position. Thus, in this study, we explored how social position influences the characteristics and evolution of SPS skills across the creation, growth, and maturity stages of early childhood STEAM activities. A social network analysis was conducted utilizing communication data obtained from 400 observational records of 26 children to determine their core-periphery position within the peer interaction networks. Through epistemic network analysis (ENA) and statistical analysis, the characteristics and evolution of SPS skills in the core group and the periphery group were examined. Results showed that the core and peripheral groups’ characteristics of SPS skills had a significantly different frequency distribution in the represent and formulate (RF) and the plan and execute (PE) elements. Further characterizing the SPS skills of the core and peripheral groups, ENA indicated that the core group had more connections among represent and formulate (RF), plan and execute (PE), and monitor and reflect (MR), while the peripheral group had more associations with explore and understand (EU) and plan and execute (PE). Moreover, this study revealed significant development in the core group's SPS skills in the maturity stage with enhanced connections. In contrast, the peripheral group showed little progress in the maturity stage, with variable connections between skill elements. As for evolution, the core group's SPS skills showed significant evolution in the connectivity with represent and formulate (RF) in the maturity stage compared to the creation stage, while the peripheral group showed a certain growth trend in the connectivity with monitor and reflect (MR). This study provides insights which clarify how individual differences (i.e., social position) impact children's SPS skills. These findings suggest that educators need to create a more balanced and effective learning environment that supports the diverse needs of all students, fosters their SPS skills, and enhances their overall STEAM experience.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"58 ","pages":"Article 101931"},"PeriodicalIF":4.5,"publicationDate":"2025-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144722569","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}