Thinking Skills and Creativity最新文献

{"title":"Does ICT matter for complex problem-solving competency? A multilevel analysis of 33 countries and economies","authors":"Fu Chen ,&nbsp;Yichi Liu ,&nbsp;Yizhu Gao ,&nbsp;Ying Cui ,&nbsp;Qin Wang ,&nbsp;Chang Lu","doi":"10.1016/j.tsc.2025.101805","DOIUrl":"10.1016/j.tsc.2025.101805","url":null,"abstract":"<div><div>Despite a substantial body of research examining the relationships between ICT-related factors and student academic performance, there exists a notable gap in the literature regarding how students’ ICT use is associated with their complex problem-solving competency. This study aims to address this gap by exploring the connections between complex problem-solving competency and various ICT-related factors both in the home and school contexts. To unravel these relationships, this study employed a three-level multilevel modeling (MLM) analysis to analyze a large-scale dataset gathered from 33 countries and economies participating in the Program for International Student Assessment (PISA) in 2012. The final sample for data analysis included 194,701 14-year-old students from 900 schools. The results of the MLM analysis demonstrated that students who exhibited a greater openness for problem-solving were more likely to be complex problem-solving competent. However, the ICT availability at school and home and the ICT use intensity at school were negatively related to students’ complex problem-solving performance. Overall, in comparison with the factors within the student/home context, school ICT-related factors are less strongly associated with student complex problem-solving competency. Possible explanations for and implications of the findings were discussed.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"57 ","pages":"Article 101805"},"PeriodicalIF":3.7,"publicationDate":"2025-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143563586","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":"Synthesizing cognitive mathematics learning taxonomies","authors":"Ozge Gun ,&nbsp;Michael J. Bossé","doi":"10.1016/j.tsc.2025.101796","DOIUrl":"10.1016/j.tsc.2025.101796","url":null,"abstract":"<div><div>This paper synthesizes twenty-one educational taxonomies tailored primarily for mathematics education. By integrating general cognitive frameworks such as Bloom's Taxonomy and Webb's Depth of Knowledge with mathematics-specific models like Smith et al.’s MATH Taxonomy and Pirie-Kieren's Model of Mathematical Understanding, we develop a synthesized taxonomy (ST) that bridges the gap between content mastery and higher-order cognitive processes. The ST features six hierarchical levels to promote deeper cognitive engagement, support curriculum design, enhance assessments, and foster interdisciplinary integration. The ST addresses gaps in existing taxonomies by aligning task complexity with cognitive processes, accommodating non-linear learning, and emphasizing real-world applications and creativity. It offers practical implications for curriculum differentiation, teacher professional development, adaptive learning technologies, and research on learning progressions. In conclusion, this synthesized taxonomy advances mathematics education by offering a flexible, comprehensive framework that supports foundational knowledge and complex problem-solving skills, better preparing students for the demands of a rapidly evolving world. While promising, the ST faces challenges related to implementation complexity, resource needs, and empirical validation.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"57 ","pages":"Article 101796"},"PeriodicalIF":3.7,"publicationDate":"2025-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143549056","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":"Contextualizing critical thinking in South Korea's national curriculum: A cultural and educational perspective","authors":"Kyunghee So","doi":"10.1016/j.tsc.2025.101797","DOIUrl":"10.1016/j.tsc.2025.101797","url":null,"abstract":"<div><div>Critical thinking (CT) is increasingly recognized as a global educational imperative. However, its implementation and interpretation are significantly influenced by local cultural contexts. This study examines how CT is integrated and understood within South Korea's national curriculum framework. Using both quantitative and qualitative content analyses of recent curriculum revision documents, the study finds that, while the term ‘critical thinking’ is not explicitly highlighted in the national curriculum, its three components—cognitive skills, dispositions, and critical actions—are incorporated across various subject curricula in alignment with the nation's long-standing communal values. The findings further reveal that, although critical actions are partially reflected in CT education, the primary emphasis is placed on cognitive skills (e.g., interpretation and analysis) and dispositions (e.g., inquisitiveness). These components are actively integrated into subject-specific content, contributing to a shift away from traditional rote-learning practices. These results challenge the stereotype that the emphasis on communal values in Asian cultures inherently limits the cultivation of CT, suggesting instead that communal values and CT are not necessarily mutually exclusive. Furthermore, the study indicates that CT is most effectively developed when addressed in an integrated manner within subject-specific contexts, and such integration also enhances students’ understanding of subject matter.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"57 ","pages":"Article 101797"},"PeriodicalIF":3.7,"publicationDate":"2025-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143511930","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":"How is teachers’ critical thinking defined, approached, measured, and evaluated in empirical studies? A methodological review","authors":"Wei Liao ,&nbsp;Wei Liu ,&nbsp;Rui Yuan","doi":"10.1016/j.tsc.2025.101795","DOIUrl":"10.1016/j.tsc.2025.101795","url":null,"abstract":"<div><div>This review systematically analyzes the research methodologies in 98 peer-reviewed articles on teachers’ critical thinking published between 2011 and 2021. The analysis was guided by one overarching research question: How is teachers’ critical thinking defined, methodologically approached, measured, and evaluated in empirical studies? The results show that teachers’ critical thinking 1) lacks a clear definition, particularly with regard to the uniqueness of teachers’ professional work; 2) is mainly studied using quantitative research methodologies and identified as a dependent variable; 3) is measured using multiple types of instruments that exhibit different levels of validity and reliability, including questionnaires, tests, interview protocols, observation forms, and writing tasks; and 4) is predominantly evaluated using within-sample comparisons and criteria-based assessments. These research findings provide a critical description of the methodological landscape of the literature on teachers’ critical thinking and highlight necessary lines of inquiry for future research.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"57 ","pages":"Article 101795"},"PeriodicalIF":3.7,"publicationDate":"2025-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143549057","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The neural basis of coping strategies for boredom and their association with creativity","authors":"Sugiko Hanawa ,&nbsp;Takayuki Nozawa ,&nbsp;Motoaki Sugiura ,&nbsp;Rui Nouchi ,&nbsp;Ryoichi Yokoyama ,&nbsp;Benjamin Thyreau ,&nbsp;Yuka Kotozaki ,&nbsp;Tsuyoshi Araki ,&nbsp;Ryuta Kawashima","doi":"10.1016/j.tsc.2025.101794","DOIUrl":"10.1016/j.tsc.2025.101794","url":null,"abstract":"<div><div>Coping with boredom has long been a challenge for humans, and understanding the mechanisms and individual differences underlying this process may lead to significant advances in the field of education. While psychological studies have highlighted the importance of boredom coping and its potential link to creativity, the underlying neural mechanisms remain largely unknown. In this study, we investigated the neural correlates of boredom coping strategies and their association with creativity using functional magnetic resonance imaging (fMRI). Forty-six healthy, right-handed undergraduate and graduate students without any psychiatric or neurological history participated in the study. Based on previous research, we hypothesized two coping strategies for boredom: externally-oriented behavioral coping (BC) and internally-oriented cognitive coping (CC). Participants performed a picture-viewing task designed to engage the two coping strategies. Individual creativity was assessed using the S-A creativity test and correlated with neural activity during the coping phases, in particular during CC phases. Data from 45 participants were analyzed, revealing neural regions associated with the two coping strategies. CC was significantly associated with the bilateral middle temporal gyrus, the right insula, the right dorsomedial prefrontal cortex, the bilateral ACC/vmPFC, the right precuneus/posterior cingulate cortex (PCC), and the right angular gyrus (AG). Furthermore, neural activation related to CC was positively correlated with individual differences in creativity (as measured by the S-A creativity test), supporting the link between CC and creative abilities. Region of interest analysis revealed a significant positive correlation between the S-A creativity index and CC-activated clusters in the bilateral PCC and the right AG. On the other hand, whole-brain correlation analysis demonstrated a significant positive correlation between the S-A creativity index and CC estimates in the right superior temporal gyrus / superior temporal sulcus / insula. These findings provide valuable insights into the neural origins of individual differences in learners' resilience to boredom.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"57 ","pages":"Article 101794"},"PeriodicalIF":3.7,"publicationDate":"2025-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143511932","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":"Analyzing students’ critical thinking processes based on falsification heuristic experiment","authors":"Wencheng Liu ,&nbsp;Bo Liu ,&nbsp;Chao Chen ,&nbsp;Yifei Han ,&nbsp;Gaofeng Li","doi":"10.1016/j.tsc.2025.101791","DOIUrl":"10.1016/j.tsc.2025.101791","url":null,"abstract":"<div><div>This study explored the critical thinking processes of high school students in the context of genetic mutations by focusing on how they handled conflicting evidence during a falsification heuristic experiment. Of a convenience sample of 104 11th-grade students from Xi'an, China, who participated in a pen-and-paper test designed to identify a specific understanding of genetic mutations, eight students were ultimately chosen for the falsification heuristic experiment. Based on the data collected from the pen-and-paper tests and classroom dialogues conducted during the experiment, we used Strauss and Corbin's qualitative coding method to analyze the students’ critical thinking processes. The findings indicate that questioning can prompt students to re-evaluate and shift their evaluation criteria. While the reasoning process influenced the students’ approaches to problem-solving, it did not directly determine their final judgments. Instead, students’ well-structured experiential knowledge guided their ability to accurately judge and adapt to conflicting evidence. Furthermore, falsification heuristic tools enhanced students’ critical thinking by facilitating a shift from confirmation to falsification when faced with contradictory evidence. These empirical insights may develop educational interventions to foster students’ critical thinking skills.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"56 ","pages":"Article 101791"},"PeriodicalIF":3.7,"publicationDate":"2025-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143453390","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 literature review on lean tools for enhancing the quality in the outcome-based education system","authors":"Dharmendra Hariyani ,&nbsp;Poonam Hariyani ,&nbsp;Sanjeev Mishra ,&nbsp;Milind Kumar Sharma","doi":"10.1016/j.tsc.2025.101793","DOIUrl":"10.1016/j.tsc.2025.101793","url":null,"abstract":"<div><div>Outcome-based education (OBE) system has gained recognition for its focus on defining clear learning outcomes and aligning curriculum to ensure student competencies. Lean tools have been successfully applied across industries to enhance efficiency, eliminate waste, and promote continuous improvement. However, the integration of lean principles into the OBE system remains underexplored in current research. This literature review explores the integration of lean tools to enhance quality in the OBE system. The database was searched on the Scopus database from February 17, 2024, to September 15, 2024, using the keywords in Title-ABS-Key: ('Lean' AND 'Education' OR 'Outcome-Based' OR 'Benefits' OR 'Challenges'). A total of 185 papers from the period 1994 to 2024 were included in the study. The review systematically evaluates how the lean tools (i) improve the educational quality and (ii) align the education system for (a) outcome-based quality education system or OBE goals and (b) promote continuous improvement and efficiency across various dimensions of education. The study (i) highlights key applications of lean principles in curriculum design and delivery and (ii) reveals their impact on enhancing assessment mechanisms and feedback systems. Furthermore, the findings demonstrate that lean tools significantly improve student learning experiences by fostering engagement and active participation. The review also emphasizes the importance of faculty development and shows how targeted training programs can empower educators to effectively implement lean methodologies. The analysis also identifies various challenges and barriers to adopting lean tools within OBE frameworks and indicates the need for further investigation. This review contributes to the ongoing discourse on innovative educational practices and offers practical and theoretical implications for educators and administrators seeking to enhance the quality of their programs in response to evolving industry demands. The review also proposes future research directions to maximize the effectiveness of lean tools in the OBE system.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"57 ","pages":"Article 101793"},"PeriodicalIF":3.7,"publicationDate":"2025-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143509470","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 primary school students drawing solutions to problems in STEM activities","authors":"Kuay-Keng Yang","doi":"10.1016/j.tsc.2025.101790","DOIUrl":"10.1016/j.tsc.2025.101790","url":null,"abstract":"<div><div>The Next Generation School Science framework explicitly notes that the engineering design process should be integrated with science activities (NRC, 2012). Yet, studies on the design of teaching practices have been limited. This study explored the effectiveness of combining the engineering design process with scientific inquiry activity on student problem-solving performance. A quasi-experimental two-group pretest-posttest design was conducted with an experimental group and a comparison group. Experimental group students (<em>n</em> = 16) participated in ten consecutive two-hour after-school lessons with four themes of integrated Scientific Inquiry and Engineering Design Process (i-SI&amp;EDP) activities. Comparison group students (<em>n</em> = 19) attended other free-choice learning activities. Both groups were asked to respond to the engineering-based problem-solving test (EPST) at the beginning and end of the intervention. The analysis of covariance revealed that students in the experimental group scored significantly higher on the engineering-based problem-solving test, specifically in the 'idea creation and design sketching' indicator. Additionally, a qualitative analysis of students' problem-solving drawings suggested that structured and continuous after-school learning activities enhance visual thinking and the ability to conceptualize ideas while considering task constraints and appropriateness for production. As a STEM approach, the findings suggest that the i-SI&amp;EDP shows potential for redesigning teaching and learning within the existing science curriculum to enhance students' problem-solving in engineering-based tasks.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"56 ","pages":"Article 101790"},"PeriodicalIF":3.7,"publicationDate":"2025-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143465002","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":"Parenting behavior and creativity: Multiple mediating effects of openness to experience and creative self-efficacy and genetic moderation of effects","authors":"Si Si,&nbsp;Yan Su,&nbsp;Jinghuan Zhang","doi":"10.1016/j.tsc.2025.101792","DOIUrl":"10.1016/j.tsc.2025.101792","url":null,"abstract":"<div><div>The gene-environment interaction effect in creativity has been one of the most important discoveries in the past few years, but the psychological mechanisms underlying this effect remain elusive. Using a sample size of 1313 undergraduate students, the current study created a moderated chain mediation model to analyze the mediating effect of openness to experience and creative self-efficacy as well as the moderating effects of multiple genes between parenting behavior and creativity. The results found the significantly chain mediating effect of openness to experience and creative self-efficacy on the relationship between parental autonomy support and creativity; however, similar chain mediating role was only demonstrated between parental psychological control and creativity for individuals who were both COMT rs4680 GG and HTR2A rs6313 TT carriers. These findings provide parents and educators with suggestions of psychological pathway to cultivate creativity for individuals with different genetic predispositions.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"57 ","pages":"Article 101792"},"PeriodicalIF":3.7,"publicationDate":"2025-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143487737","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":"Meaning making in an art context affects semantic distance: The case of semantic inconsistencies in written language","authors":"Marina Iosifyan,&nbsp;Judith Wolfe,&nbsp;Brendan Wolfe","doi":"10.1016/j.tsc.2025.101788","DOIUrl":"10.1016/j.tsc.2025.101788","url":null,"abstract":"<div><div>When people know they are encountering art, that awareness may change how they interpret what they experience. However, it is not clear how engaging with art affects cognition in everyday life. This collection of studies investigates how meaning-making in an art context influences semantic distance. Semantic distance involves connecting weakly-related concepts and plays an important role in cognitive processes such as memory and creativity. Across four studies, participants attributed meaning to semantically incongruent sentences («Most cats see well at court”), believing either that they were or were not created by artists. We then measured the effects on semantic distance using a network-based approach (Studies 1 and 2) and a sensorimotor distance-based approach (Studies 3 and 4). In Studies 1 and 2, participants decided whether two words were related or unrelated in word pairs with varying path lengths (e.g., ashtray-smoking, sea-survey). In Studies 3 and 4, participants made similar decisions for word pairs that were either closely associated ('to see' – 'colour') or distantly associated ('to see' – 'song') with different sensory modalities. In Studies 1 and 3, both prime and target words were presented without time limitations, and participants in the art condition evaluated distant word pairs as more strongly associated compared to those in the baseline condition. In Studies 2 and 4, participants performed similar tasks, but prime and target words appeared only briefly, reducing the influence of top-down deliberation processes and decreasing the observed effects. These findings suggest that meaning-making in an art context facilitates connecting distant concepts, offering insights into how art impacts cognition in everyday life.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"56 ","pages":"Article 101788"},"PeriodicalIF":3.7,"publicationDate":"2025-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143453392","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}