Thinking Skills and Creativity最新文献_第8页

Pattern creation strategies of preschool children 学龄前儿童模式创造策略

IF 4.5 2区教育学

Thinking Skills and Creativity Pub Date : 2026-06-01 Epub Date: 2025-12-05 DOI: 10.1016/j.tsc.2025.102095

Betül Özkan , Ensar Yıldız

{"title":"Pattern creation strategies of preschool children","authors":"Betül Özkan , Ensar Yıldız","doi":"10.1016/j.tsc.2025.102095","DOIUrl":"10.1016/j.tsc.2025.102095","url":null,"abstract":"<div><div>This study aimed to identify the strategies used by preschool children during the pattern creation process. In line with this aim, a concurrent design, one of the mixed-method research approaches, was employed. A semi-structured interview form, an observation form, and the Pattern Skills Scale developed by Yıldız (2022) were used as data collection tools. This study included a total of 65 children selected using the criterion sampling method. Kruskal-Wallis was used for quantitative data, and descriptive analysis was used for qualitative data. The results indicated that there was a positive correlation between children's age and pattern skills. This study revealed that children used the strategies of identifying the unit, following the order, one-to-one matching, overt speech (while vocalizing), using their fingers, covert (inner) speech, checking, random sequencing, planning, and trial-and-error while completing the pattern tasks. This study also revealed that four-year-old children also used the unit finding strategy. In addition to these strategies, this study revealed that they used the strategies of overt speech (while vocalizing), covert (inner) speech, using their fingers, trial-and-error, grouping colors first, planning, and checking. Among these strategies, using fingers, trial-and-error, and overt speech (while vocalizing) can be described as basic level strategies, covert (inner) speech, grouping colors first, making a plan, and checking can be described as high-level patterning strategies.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"60 ","pages":"Article 102095"},"PeriodicalIF":4.5,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145747204","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

Revealing the association between challenging events encountered by students and their social regulation behaviors in GAI-supported collaborative learning 揭示在人工智能支持的协作学习中，学生遇到的挑战性事件与他们的社会调节行为之间的关系

IF 4.5 2区教育学

Thinking Skills and Creativity Pub Date : 2026-06-01 Epub Date: 2025-12-03 DOI: 10.1016/j.tsc.2025.102100

Si Zhang, Wenying Zhang

{"title":"Revealing the association between challenging events encountered by students and their social regulation behaviors in GAI-supported collaborative learning","authors":"Si Zhang, Wenying Zhang","doi":"10.1016/j.tsc.2025.102100","DOIUrl":"10.1016/j.tsc.2025.102100","url":null,"abstract":"<div><div>While an increasing number of studies have emphasized the importance of social regulation, few have specifically examined the challenging events encountered by learners and their social regulation processes and patterns in collaborative learning. To address this gap, we adopted a network modeling approach to reveal the association between challenging events and social regulation in collaborative learning, in addition to traditional coding and counting methods. This study investigated the categories of challenging events encountered by 30 student teachers in GAI-supported collaborative learning activities and the social regulation behaviors used to address these challenging events through statistical analysis, epistemic network analysis, and thematic analysis. The results showed that student teachers encountered five categories of challenging events in GAI-supported collaborative learning: motivational challenges, socio-emotional challenges, cognitive challenges, metacognitive challenges, and environmental challenges. Student teachers employed various social regulation behaviors to address these challenges, resulting in 37 “challenge-social regulation” pairing patterns. Among them, the social regulation process patterns for motivational challenges, cognitive challenges, and metacognitive challenges were similar. Additionally, we supplemented the student teachers’ perceptions of challenging events in collaborative learning from interview data. Finally, we discussed the implications, limitations, and future research directions of the study to assist in the design and implementation of collaborative learning activities.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"60 ","pages":"Article 102100"},"PeriodicalIF":4.5,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145747239","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

Prompt engineering and creative pedagogical thinking: Insights from a qualitative study with teacher candidates 提示工程和创造性教学思维：来自教师候选人定性研究的见解

IF 4.5 2区教育学

Thinking Skills and Creativity Pub Date : 2026-06-01 Epub Date: 2025-12-11 DOI: 10.1016/j.tsc.2025.102105

Seçil Tümen Akyıldız

{"title":"Prompt engineering and creative pedagogical thinking: Insights from a qualitative study with teacher candidates","authors":"Seçil Tümen Akyıldız","doi":"10.1016/j.tsc.2025.102105","DOIUrl":"10.1016/j.tsc.2025.102105","url":null,"abstract":"<div><div>This qualitative study explores how pre-service EFL teachers perceive and engage with prompt engineering as a tool to foster creative pedagogical thinking. Over the course of seven weeks, participants collaborated with the researcher to develop lesson materials using ChatGPT. The study draws on data collected through semi-structured interviews with ten participants and employs reflexive thematic analysis to interpret their experiences. Findings indicate that most teacher candidates transitioned from using simple prompts to designing more structured and purposeful ones, gradually developing both prompt literacy and confidence in AI-supported lesson planning. Three major themes emerged: conceptual understanding of prompt engineering, prompt design as a catalyst for creativity, and evolving skills through iterative practice. Participants highlighted the pedagogical benefits of AI in saving time, adapting content, and generating innovative ideas, though challenges such as evaluating AI output and formulating effective prompts were also noted. While the findings are context-specific, they suggest that prompt engineering—when supported by guided practice—can be a meaningful component in teacher education programs, contributing to the cultivation of digital literacy, reflective practice, and creative thinking in future educators.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"60 ","pages":"Article 102105"},"PeriodicalIF":4.5,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145797103","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

Contribution to quality education and critical thinking in the context of teacher education: A teaching model through socioscientific scenarios 教师教育背景下对素质教育和批判性思维的贡献：一种基于社会科学情境的教学模式

IF 4.5 2区教育学

Thinking Skills and Creativity Pub Date : 2026-06-01 Epub Date: 2025-12-13 DOI: 10.1016/j.tsc.2025.102108

İpek Derman , Sevim Bezen

{"title":"Contribution to quality education and critical thinking in the context of teacher education: A teaching model through socioscientific scenarios","authors":"İpek Derman , Sevim Bezen","doi":"10.1016/j.tsc.2025.102108","DOIUrl":"10.1016/j.tsc.2025.102108","url":null,"abstract":"<div><div>Critical thinking is a fundamental skill that enables individuals to approach knowledge inquisitively and to develop their problem-solving abilities. For pre-service teachers in particular, acquiring this skill strengthens pedagogical processes and equips them to employ instructional methods that promote students’ critical thinking. This study aims to enhance pre-service teachers’ critical thinking skills and increase their awareness of the concept of quality education by employing socioscientific scenarios addressing Sustainable Development Goal 4-Quality Education. The research was conducted with 57 pre-service teachers using an embedded mixed-method design. During a 14-week instructional process, the participants engaged in dialogue-based discussions on socioscientific scenarios framed within the Sustainable Development Goals. Both quantitative and qualitative data collection instruments were administered at the beginning and end of the intervention. The findings revealed that teaching practices based on socioscientific scenarios focusing on quality education significantly improved pre-service teachers’ critical thinking skills (pre-test <em>M</em> = 37.58, post-test <em>M</em> = 40.02; <em>t</em> =-3.35, <em>p</em>=.001, Cohen’s <em>d</em> = 0.44) and increased their awareness of the concept of quality education. The results emphasize the need for the systematic integration of critical thinking skills into teacher education programs. Accordingly, promoting teaching approaches and instructional models that foster critical thinking can contribute to the development of a sustainable and inclusive education system.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"60 ","pages":"Article 102108"},"PeriodicalIF":4.5,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145797152","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

Students’ writing skills and creativity in the age of artificial intelligence: A systematic review of creativity across diverse AI-supported writing contexts 人工智能时代学生的写作技巧和创造力：不同人工智能支持的写作环境下的创造力的系统回顾

IF 4.5 2区教育学

Thinking Skills and Creativity Pub Date : 2026-06-01 Epub Date: 2025-12-23 DOI: 10.1016/j.tsc.2025.102118

Mazhar Bal, Tülin Arseven

{"title":"Students’ writing skills and creativity in the age of artificial intelligence: A systematic review of creativity across diverse AI-supported writing contexts","authors":"Mazhar Bal, Tülin Arseven","doi":"10.1016/j.tsc.2025.102118","DOIUrl":"10.1016/j.tsc.2025.102118","url":null,"abstract":"<div><div>In this systematic review, we aimed to examine the relationship between AI-assisted writing skills and creativity in various writing contexts, such as creative writing, academic writing, poetry, and multimodal composition. After conducting searches of the Web of Science (WoS), Scopus, and Education Resources Information Center (ERIC) databases according to our specified criteria, we included 25 studies in our analysis. Based on the descriptive analysis, we identified five main themes regarding the relationship between AI-assisted writing skills and creativity: digital partnerships that activate creative potential, transformation of creative writing processes, limitation of creativity, role of supportive tools in creative processes, and conflicting perspectives on the development of creativity. Our findings revealed that the relationship between AI-assisted writing tools and creativity varies significantly depending on students' educational level, usage patterns, and pedagogical approaches. While AI tools can be powerful creative triggers when used appropriately, their excessive use seriously undermines students' capacity to generate original ideas. We found that students across all educational levels experienced ambiguous and contradictory outcomes regarding creativity in the AI-assisted writing process. Furthermore, we determined that traditional writing processes have been transformed, and that students have developed new writing approaches that differ according to their educational levels. Therefore, gradual and customized approaches are needed to establish a connection between AI and creativity in effective writing processes.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"60 ","pages":"Article 102118"},"PeriodicalIF":4.5,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145883801","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

Developing strategic flexibility in multiplication: The role of different teaching approaches 发展乘法的策略灵活性：不同教学方法的作用

IF 4.5 2区教育学

Thinking Skills and Creativity Pub Date : 2026-06-01 Epub Date: 2025-12-17 DOI: 10.1016/j.tsc.2025.102111

Marijana Zeljić , Ivana Veselinović , Milana Dabić Boričić

引用次数: 0

How cognition and metacognition interact in explaining creative confidence 认知和元认知如何相互作用来解释创造性自信

IF 4.5 2区教育学

Thinking Skills and Creativity Pub Date : 2026-06-01 Epub Date: 2025-12-27 DOI: 10.1016/j.tsc.2025.102122

Lidia Wojtycka, Aleksandra Zielińska, Maciej Karwowski

引用次数: 0

How do high-performers and low-performers differently engage in collaborative creative problem solving with a conversational GenAI chatbot? 使用会话型GenAI聊天机器人，高绩效者和低绩效者在协作创造性解决问题方面有何不同？

IF 4.5 2区教育学

Thinking Skills and Creativity Pub Date : 2026-06-01 Epub Date: 2026-01-03 DOI: 10.1016/j.tsc.2026.102134

Wenjie Ren , Jie Li , Zhongling Pi , Jingjing Guo , Xiying Li

{"title":"How do high-performers and low-performers differently engage in collaborative creative problem solving with a conversational GenAI chatbot?","authors":"Wenjie Ren , Jie Li , Zhongling Pi , Jingjing Guo , Xiying Li","doi":"10.1016/j.tsc.2026.102134","DOIUrl":"10.1016/j.tsc.2026.102134","url":null,"abstract":"<div><div>In our rapidly changing society, it is essential to cultivate creative problem-solving (CPS) skills among young learners, particularly primary school students. However, little is known about how learners engage in CPS when collaborating with a conversational GenAI chatbot, especially regarding the differences between high- and low-performing learners. This study examined the relationship between learners’ CPS processes and creativity, and compared the behavioral and cognitive patterns of high- and low-performing learners in a context that incorporates a conversational GenAI chatbot. This study employed correlation and regression analyses, lag sequential analysis (LSA), and epistemic network analysis (ENA). A total of 42 sixth-grade pupils (age range = 11–13 years; <em>M</em> = 11.83, <em>SD</em> = 0.44) from a primary school in western China participated in this study. Correlation and regression analyses revealed that learners who more frequently edited solutions, sent messages, and submitted their own solutions exhibited higher creativity. LSA further showed that high-performers demonstrated more behavioral transitions involving editing solutions (ES→TM, VV→ES, and SM→ES), whereas low-performers displayed more transitions of VM→VV. ENA results indicated that high-performers formed stronger connections among elaboration, questioning, social connection, agreement, and monitoring and regulation. These findings suggest that editing and elaborative–metacognitive engagement with a conversational GenAI chatbot play a key role in promoting creativity in collaborative CPS, offering valuable implications for the design of effective conversational GenAI chatbot–supported learning environments.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"60 ","pages":"Article 102134"},"PeriodicalIF":4.5,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145938621","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

Fast processing speed, enhanced mathematics: exploring the relation between approximate number system and arithmetic ability in athletes and video game players 快速的处理速度，增强的数学：探索近似数字系统与运动员和电子游戏玩家算术能力的关系

IF 4.5 2区教育学

Thinking Skills and Creativity Pub Date : 2026-06-01 Epub Date: 2025-11-26 DOI: 10.1016/j.tsc.2025.102089

Keyue Li , Jie Jane Yu , Wei Wei

{"title":"Fast processing speed, enhanced mathematics: exploring the relation between approximate number system and arithmetic ability in athletes and video game players","authors":"Keyue Li , Jie Jane Yu , Wei Wei","doi":"10.1016/j.tsc.2025.102089","DOIUrl":"10.1016/j.tsc.2025.102089","url":null,"abstract":"<div><div>The cognitive mechanisms linking the approximate number system (ANS) and arithmetic ability remain unclear. We hypothesized that processing speed is the underlying mechanism. Athletes (Study 1) and video game players (Study 2), both of whom exhibit faster processing speed, were recruited for this research. Participants completed a series of tasks to measure their processing speed, ANS ability, and arithmetic ability. Additionally, general intelligence, inhibitory control, and working memory were assessed to account for potential confounding variables. Structural equation modeling was used to examine whether processing speed could account for the relationship between ANS and arithmetic abilities. The results showed that athletes and video game players outperformed their control counterparts in terms of processing speed and ANS ability, which could explain the group differences in arithmetic ability. However, after controlling for processing speed, residual ANS ability could no longer explain the group differences in arithmetic performance. These results indicate that processing speed may be the underlying mechanism in the relationship between ANS and arithmetic ability.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"60 ","pages":"Article 102089"},"PeriodicalIF":4.5,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145690753","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

The impact of creative dance curriculum on epistemic curiosity in young children: A practice-based examination from the perspective of intrinsic needs 创意舞蹈课程对幼儿认知好奇心的影响：内在需要视角下的实践检验

IF 4.5 2区教育学

Thinking Skills and Creativity Pub Date : 2026-06-01 Epub Date: 2025-11-22 DOI: 10.1016/j.tsc.2025.102074

Xin Lin , Qiaoyi Liang , Jingjing Shen , Yuxin Yuan , Chan Zhou , Longqi Yu

{"title":"The impact of creative dance curriculum on epistemic curiosity in young children: A practice-based examination from the perspective of intrinsic needs","authors":"Xin Lin , Qiaoyi Liang , Jingjing Shen , Yuxin Yuan , Chan Zhou , Longqi Yu","doi":"10.1016/j.tsc.2025.102074","DOIUrl":"10.1016/j.tsc.2025.102074","url":null,"abstract":"<div><div>Epistemic curiosity is the core internal drive that leads individuals to seek knowledge and explore new ideas. It is regarded as the most important internal motivation and personality trait that promotes learning and innovation. Particularly in early childhood, the initial formation of epistemic curiosity is crucial for developing creativity and autonomy. Physical activity curricula are recognized as essential and irreplaceable components of early childhood education. This study examined the effects of two dance activity curricula on the epistemic curiosity of 4–6 - year - olds (<em>N</em> = 103) in a Chinese preschool context. The experimental group participated in the Creative Dance Curriculum, and the control group participated in the DanceSport Curriculum for ten weeks (twice a week, 40 min per session). Findings revealed that, compared to the DanceSport Curriculum, the Creative Dance Curriculum significantly enhanced children's dance creativity performance, confirming its effectiveness. After controlling for gender, age in months, and BMI, the Creative Dance Curriculum significantly promoted young children's epistemic curiosity more effectively than the DanceSport Curriculum, consistent with the expected hypotheses. A series of mediation effect tests further revealed that young children perceived teacher's autonomy support and autonomy-need fulfillment as key mechanisms by which the Creative Dance Curriculum promotes young children's curiosity development. The discovery of this mechanism provides practical reference and theoretical support for developing curiosity in young children and the unique value of the Creative Dance Curriculum in developing curiosity in young children.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"60 ","pages":"Article 102074"},"PeriodicalIF":4.5,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145690750","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