Thinking Skills and Creativity最新文献_第8页

Teaching critical reading in higher education: A literature review and pedagogical framework proposal 高等教育中的批判性阅读教学：文献综述和教学框架建议

IF 3.7 2区教育学

Thinking Skills and Creativity Pub Date : 2024-08-06 DOI: 10.1016/j.tsc.2024.101599

Tú Anh Hà , Cristina A. Huertas-Abril

引用次数: 0

Open and closed-ended problem solving in humans and AI: The influence of question asking complexity 人类和人工智能的开放式和封闭式问题解决：提问复杂性的影响

IF 3.7 2区教育学

Thinking Skills and Creativity Pub Date : 2024-08-06 DOI: 10.1016/j.tsc.2024.101598

Tuval Raz , Roni Reiter-Palmon , Yoed N. Kenett

{"title":"Open and closed-ended problem solving in humans and AI: The influence of question asking complexity","authors":"Tuval Raz , Roni Reiter-Palmon , Yoed N. Kenett","doi":"10.1016/j.tsc.2024.101598","DOIUrl":"10.1016/j.tsc.2024.101598","url":null,"abstract":"<div><p>Question-asking, an underexplored aspect of creativity, is integral to creative problem-solving and information-seeking. Previous research reveals that lower creativity correlates with asking simpler, closed questions, while higher creativity correlates with complex, open-ended inquiries. The present study explores the relation between question asking complexity and problem-solving tasks involving open- and close-ended thinking and how these abilities generalize and compare to AI. In Study 1, participants (N = 89) completed the alternative questions task (AQT), a close-ended riddles task (Stumpers), and the alternate uses task (AUT), a creativity measure. Our results show AQT question complexity wasn't correlated with stumpers performance, although it correlated with AUT originality (r = .3). In Study 2, participants (N = 100) completed the AQT, AUT, and open-ended creative problem-solving (CPS) task. CPS responses were evaluated for originality and quality. A positive correlation was observed between CPS quality and AQT complexity (r = .29) and originality (r = .34). In study 3, AI agents (N = 100) completed the AQT, AUT, stumpers, and CPS tasks. Like humans, AI's AQT originality and complexity were related with open, but not closed problem-solving. AI questions were also significantly more creative and complex, it solved more stumpers and gave higher quality CPS solutions. Surprisingly, human and AI CPS originality didn't differ. We find significant links between question complexity and open—but not closed-ended—problem-solving in humans, which generalize to AI. Our results highlight the significance of complex and creative question-asking in everyday life and as an integral part of our problem-solving toolkit.</p></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"53 ","pages":"Article 101598"},"PeriodicalIF":3.7,"publicationDate":"2024-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141942035","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

From no distinction to direction, the impact of motivation on creativity: The contribution of environmental resources and grit 从无差别到有方向，动机对创造力的影响：环境资源和勇气的贡献

IF 3.7 2区教育学

Thinking Skills and Creativity Pub Date : 2024-08-06 DOI: 10.1016/j.tsc.2024.101609

Youran Zhang, Yining Wang, Yanjie Su

{"title":"From no distinction to direction, the impact of motivation on creativity: The contribution of environmental resources and grit","authors":"Youran Zhang, Yining Wang, Yanjie Su","doi":"10.1016/j.tsc.2024.101609","DOIUrl":"10.1016/j.tsc.2024.101609","url":null,"abstract":"<div><p>This study aims to explore the pivotal roles of environmental resources (ER) and grit in fostering creativity, while meticulously examining the diverse effects of motivation on creativity across various educational stages, ranging from primary school to university. A large random sample of 47,278 Chinese students was examined for ER, grit, motivation, and daily creative behavior using questionnaires. The findings revealed that ER and grit positively predicted creativity among students. ER, and grit among high school and university students predicted creativity through autonomy orientation, whereas those among upper primary schools were predicted through controlled orientation. Additionally, the creativity of lower primary schools is predicted through controlled-autonomy orientation. The current research reveals that the impact of autonomy and controlled orientation on creativity varies among students of different grades. These findings enrich current models of motivation on creativity and provide a reference for the application of external rewards in teaching and learning among different grade students.</p></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"53 ","pages":"Article 101609"},"PeriodicalIF":3.7,"publicationDate":"2024-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141954020","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

Mindfulness-enhancing instruction (MEI): Contributions to electroencephalogram (EEG) Dynamics, Higher Order Thinking Skills (HOTS), and effective learning 正念强化教学（MEI）：对脑电图（EEG）动力学、高阶思维能力（HOTS）和有效学习的贡献

IF 3.7 2区教育学

Thinking Skills and Creativity Pub Date : 2024-08-06 DOI: 10.1016/j.tsc.2024.101611

Afsaneh Ghanizadeh , Ghasem Sadeghi Bajestani , Fatemeh Hosseinpour , Akram Hosseini , Fatemeh Makhloughi , Mehran Beiraghi Toosi

{"title":"Mindfulness-enhancing instruction (MEI): Contributions to electroencephalogram (EEG) Dynamics, Higher Order Thinking Skills (HOTS), and effective learning","authors":"Afsaneh Ghanizadeh , Ghasem Sadeghi Bajestani , Fatemeh Hosseinpour , Akram Hosseini , Fatemeh Makhloughi , Mehran Beiraghi Toosi","doi":"10.1016/j.tsc.2024.101611","DOIUrl":"10.1016/j.tsc.2024.101611","url":null,"abstract":"<div><p>The current study examined the role of mindfulness-enhancing instruction (MEI) in university students’ Electroencephalogram (EEG) dynamics, Higher Order Thinking Skills (HOTS), and effective learning. In so doing, 60 junior university students, being screened out of 72 available sample, were randomly assigned into two groups. MEI was incorporated into class activities of the experimental group during the term. A package containing a host of activities was devised, integrating general meditation practices with educational MEI. These in-class activities were complemented with daily at-home practices offered by a mobile application. To assess participants’ level of HOTS, two tests from the “Watson-Glaser Critical Thinking Appraisal” (CTA) (Form A) was utilized. In this study, inference and deduction modules were included. The participants responded to the tests while they were involved in EEG acquisition. The results of statistical analysis demonstrated the efficiency of the implemented MEI in enhancing two dimensions of HOTS (inference-making & deduction) as well as academic achievement. The EEG analysis demonstrated notable changes in the experimental group's brain activity patterns. Specifically, there was a significant decrease in the ratio of energy in the alpha to beta frequency band (<em>α/β</em> ratio) for Fp1 and Fp2 channels post-meditation, indicative of heightened attentiveness. Conversely, the control group exhibited less pronounced changes in the EEG measures.</p></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"53 ","pages":"Article 101611"},"PeriodicalIF":3.7,"publicationDate":"2024-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141984617","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

Advancing to the academics: How did first-year Chinese undergraduates evaluate academic literature? 学术进阶：中国本科一年级学生如何评价学术文献？

IF 3.7 2区教育学

Thinking Skills and Creativity Pub Date : 2024-08-05 DOI: 10.1016/j.tsc.2024.101600

Pengfei Zhao, Xian Liao

{"title":"Advancing to the academics: How did first-year Chinese undergraduates evaluate academic literature?","authors":"Pengfei Zhao, Xian Liao","doi":"10.1016/j.tsc.2024.101600","DOIUrl":"10.1016/j.tsc.2024.101600","url":null,"abstract":"<div><p>In the context of tertiary education, the ability to evaluate sources is of paramount importance for students’ academic reading and writing development, particularly for first-year university students who are still in the transitional stage. Some researchers have argued that Chinese students may lack critical thinking skills, including evaluation skills. However, little attention has been given to this higher-order thinking skill when it comes to first-year Chinese university students reading academic literature. Therefore, this study aimed to investigate the criteria used by 117 Chinese first-year undergraduates when evaluating academic literature and how these criteria influence their evaluation accuracy. The results revealed that students generally demonstrated the ability to distinguish reliable from unreliable academic documents by utilizing a range of evaluation criteria. Among the identified criteria, <em>Topicality</em> and <em>Publication Information</em> were prominently employed by students. Furthermore, these criteria accounted for approximately 21 % of the variance in evaluation accuracy, with <em>Publication Information, Reference</em>, and <em>Data</em> significantly predicting evaluation performance. The study also discussed the pedagogical implications of teaching academic literacy to first-year undergraduates.</p></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"53 ","pages":"Article 101600"},"PeriodicalIF":3.7,"publicationDate":"2024-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141998127","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 multimodal affordances of digital coding devices in fostering creative thinking in early childhood education 探索数字编码设备在幼儿教育中培养创造性思维的多模式功能

IF 3.7 2区教育学

Thinking Skills and Creativity Pub Date : 2024-08-05 DOI: 10.1016/j.tsc.2024.101602

Kok-Sing Tang , Karen Murcia , Jeff Brown , Emma Cross , Sarsha Mennell , Julia Seitz , Shanii R.P. Phillips , Daniel Sabatino

{"title":"Exploring the multimodal affordances of digital coding devices in fostering creative thinking in early childhood education","authors":"Kok-Sing Tang , Karen Murcia , Jeff Brown , Emma Cross , Sarsha Mennell , Julia Seitz , Shanii R.P. Phillips , Daniel Sabatino","doi":"10.1016/j.tsc.2024.101602","DOIUrl":"10.1016/j.tsc.2024.101602","url":null,"abstract":"<div><p>Digital technologies are increasingly acknowledged for their potential to enrich early childhood learning experiences, particularly in the area of creativity. However, research has tended to focus upon end products and skill development, and little is known about creative development processes. This study sought to explore young children's creative processes as they engaged with three digital coding devices over an eight-week period as part of a Digital Discovery Program. It employed a microethnography to provide nuanced observations of five young children's (aged 4–5 years) interactions and behaviours. Data was collected through approximately 40 hours of video recordings, capturing the dynamic and multimodal aspects of the childrenʼs play and learning experiences. A multimodal interaction analysis was used to examine the multimodal design affordances of each device as mapped against Murcia et al.'s (2020) A-E of Creativity Framework. The findings revealed a clear interplay between digital technologies and various modes of communication, with children demonstrating creativity through their verbal expressions, manipulation of the devices, and spatial understanding of their physical environment. By understanding the multimodal affordances of digital devices aligned with educational frameworks and embracing child-specific definitions of creativity, educators, curriculum designers, policymakers, and researchers can collectively promote creativity and enrich digital learning and play for young children.</p></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"53 ","pages":"Article 101602"},"PeriodicalIF":3.7,"publicationDate":"2024-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1871187124001408/pdfft?md5=00d99de6bf485991fea1a9d5207ff657&pid=1-s2.0-S1871187124001408-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141979473","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}

引用次数: 0

Exploring the role of virtual exhibition and media design rhetoric in learning history 探索虚拟展览和媒体设计修辞在历史学习中的作用

IF 3.7 2区教育学

Thinking Skills and Creativity Pub Date : 2024-08-05 DOI: 10.1016/j.tsc.2024.101601

Farzan Baradaran Rahimi , Jerremie Clyde , Jason Nisenson

{"title":"Exploring the role of virtual exhibition and media design rhetoric in learning history","authors":"Farzan Baradaran Rahimi , Jerremie Clyde , Jason Nisenson","doi":"10.1016/j.tsc.2024.101601","DOIUrl":"10.1016/j.tsc.2024.101601","url":null,"abstract":"<div><p>This paper investigates the intersection of media and design literacies in learners becoming more competent in developing complex ideas within a history classroom. Drawing from multiliteracies, design literacy, and media literacy, this paper conceptualizes media design rhetoric as a process. It utilizes a virtual exhibition as a facilitator to deepen the understanding of propaganda. We accumulate qualitative data from artifacts created by 10th and 11th graders (age range: 15–17) in a history classroom within a suburban high school in Western Canada, with written reflections on their artifacts. artefact analysis is followed by thematic and subject analysis in NVivo 12. Results show that media design rhetoric supports learners in deepening their understanding of propaganda, critically reading media, and creatively communicating messages. Results suggest that virtual exhibitions can be pivotal in creating new artifacts with complex but interest-driven topics. This research introduces media design rhetoric as a bridging concept (between multiliteracies, design literacy, and media literacy) and situates virtual exhibitions as a facilitator for developing complex ideas. This research highlights the significance of critical thinking and creativity in the media design rhetoric, as students critically engaged with historical content and creatively adapted it to modern contexts.</p></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"53 ","pages":"Article 101601"},"PeriodicalIF":3.7,"publicationDate":"2024-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141942028","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

Can the infusion teaching of critical thinking improve Chinese secondary students’ critical thinking and academic attainment? Findings from a randomised controlled trial 灌输式批判性思维教学能否提高中国中学生的批判性思维能力和学业成绩？随机对照试验的结果

IF 3.7 2区教育学

Thinking Skills and Creativity Pub Date : 2024-08-03 DOI: 10.1016/j.tsc.2024.101597

Keji Fan

{"title":"Can the infusion teaching of critical thinking improve Chinese secondary students’ critical thinking and academic attainment? Findings from a randomised controlled trial","authors":"Keji Fan","doi":"10.1016/j.tsc.2024.101597","DOIUrl":"10.1016/j.tsc.2024.101597","url":null,"abstract":"<div><p>Critical thinking has been recognised as a core skill in the latest English curriculum standards for secondary schools in China. However, the current state of critical thinking education in China remains underdeveloped. Although some Chinese secondary schools have reported success in infusing critical thinking into regular teaching, there is little evidence of its impact as no independent robust studies have been conducted. The aim of this study was to determine whether the infusion of critical thinking in the regular curriculum has any impact on improving Chinese secondary students’ critical thinking skills and academic attainment using a more robust research design that can establish causation. Twenty-one English language teachers and 2,011 Grade 8 students from four rural secondary schools in China participated. The intervention was delivered by 11 experimental English language teachers once a week for three months. The impact of the intervention was measured by differences in modified standardised critical thinking skill tests. A process evaluation, including class observations and interviews, was also conducted to determine fidelity to the treatment. The results indicate a small positive impact of the infusion teaching on students’ critical thinking skills. Therefore, it is feasible and promising to infuse critical thinking into the English curriculum in China's secondary schools. However, the positive impact was not observed in academic attainment outcomes. The trial provides policy and educational practice recommendations to support the development of critical thinking skills among Chinese students.</p></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"53 ","pages":"Article 101597"},"PeriodicalIF":3.7,"publicationDate":"2024-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141954021","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

Research on personalized assessment Information of students' mathematical competency based on cognitive diagnosis 基于认知诊断的学生数学能力个性化评价信息研究

IF 3.7 2区教育学

Thinking Skills and Creativity Pub Date : 2024-08-02 DOI: 10.1016/j.tsc.2024.101596

Xiaopeng Wu , Tianshu Xu , Rongxiu Wu

{"title":"Research on personalized assessment Information of students' mathematical competency based on cognitive diagnosis","authors":"Xiaopeng Wu , Tianshu Xu , Rongxiu Wu","doi":"10.1016/j.tsc.2024.101596","DOIUrl":"10.1016/j.tsc.2024.101596","url":null,"abstract":"<div><p>With a set of the <em>Trends in International Mathematics and Science Study</em> (TIMSS) 2015 test items as the assessment tool, this study constructed a mathematics competency assessment framework composed of eight attributes, and formed a Q matrix using data of 4,733 students in the four provinces (cities) of mainland China. Through model comparisons, this study selected the mixed model and made in-depth analyses of attribute mastery from four aspects: international comparative analysis, learning path analysis, learning progression construction, and personalized report development. The study found obvious advantages in most attributes of Chinese students’ basic mathematics competencies. The learning path was rich with large knowledge status distributed in the second, third, and fourth level of learning progression. It provided a basis for a detailed understanding of the basic mathematics competencies of Chinese students and their current situation in international education. It also provided a methodological basis for the cognitive diagnosis assessment of students’ mathematics competencies.</p></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"53 ","pages":"Article 101596"},"PeriodicalIF":3.7,"publicationDate":"2024-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141962893","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 students’ mathematical thinking skills in educational robotics activities 在教育机器人活动中探索学生的数学思维能力

IF 3.7 2区教育学

Thinking Skills and Creativity Pub Date : 2024-07-26 DOI: 10.1016/j.tsc.2024.101595

Ünal Çakıroğlu, Merve Yıldırım

{"title":"Exploring students’ mathematical thinking skills in educational robotics activities","authors":"Ünal Çakıroğlu, Merve Yıldırım","doi":"10.1016/j.tsc.2024.101595","DOIUrl":"10.1016/j.tsc.2024.101595","url":null,"abstract":"<div><p>This study aims to determine how mathematical thinking skills are exhibited in educational robotics activities. In the study, activities with Lego Mindstorms EV3 robot kits were designed and implemented. An exploratory case study is adopted with secondary school students. The data obtained from open-ended questions, observations, and interviews were analyzed by content analysis. The results demonstrated various strategies in specializations and generalizations in terms of mathematical thinking skills while solving robotics problems. In this framework, \"noticing symmetry\", \"finding a relationship between angle and direction of rotation\", \"noticing obtuse angles, acute angles”, and “noticing the change of sign when changing the direction of angles” were found prominent strategies in the specialization dimension. The strategies of \"finding solutions compatible with the problem\", \"using algebraic operations\", and \"making calculations\" were found prominent in the generalization. We hope that the findings of this study will assist in the future design and implementation of the applications of educational robotics activities for mathematical thinking.</p></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"53 ","pages":"Article 101595"},"PeriodicalIF":3.7,"publicationDate":"2024-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141851261","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