Thinking Skills and Creativity最新文献

{"title":"Online Design Thinking Instruction and changes in pre-service teachers’ self-perceptions of Design Thinking and reflective thinking: A mixed-method study","authors":"Kevser Özaydınlık","doi":"10.1016/j.tsc.2024.101687","DOIUrl":"10.1016/j.tsc.2024.101687","url":null,"abstract":"<div><div>It is an undeniable fact that Design Thinking (DT) and Reflective Thinking (RT) skills are among the qualities that must be possessed by every individual, especially teachers, who are one of the most important pillars in achieving the goals of curriculums, in the world of education where digital technology has become a great power. This makes it necessary to carry out studies to develop teacher training programs in this direction. The purpose of the current study is to determine the effect of DT training on the DT and RT tendencies of pre-service teachers and to elicit the opinions of pre-service teachers on this process. The study group consisted of a total of 44 s-year pre-service teachers, 32 female and 12 male, attending the Department of Primary Teaching in a state university. The study employed an embedded design, one of the mixed methods, and qualitative research was embedded within quantitative research. An quasi-experimental method was used in the quantitative dimension of the study, and the case study design was used in the qualitative dimension. In the experimental dimension the study, data were collected by using the “Design Thinking Scale”, “Reflective Thinking Level Determination Scale” and a “Personal Information Form” developed by the researcher. The qualitative data of the study were collected by using a semi-structured interview form prepared by the researcher. At the end of the study, it is believed that online DT instruction may have an impact on pre-service teachers' both DT and RT tendencies, and that pre-service teachers with low reflection and critical reflection tendencies may have benefited more from online DT instruction compared to those with higher tendencies.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"54 ","pages":"Article 101687"},"PeriodicalIF":3.7,"publicationDate":"2024-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142702962","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":"Creativity and motor skill learning among kindergarten children: Investigating Predictive correlations and performance differences","authors":"Rafat Ghanamah","doi":"10.1016/j.tsc.2024.101684","DOIUrl":"10.1016/j.tsc.2024.101684","url":null,"abstract":"<div><div>Creativity, often linked to enhanced problem-solving and adaptive thinking, may play a considerable role in how children acquire and retain motor skills. This study investigates the effect of creativity on motor learning in kindergarten children. Using a sample of 120 Arab Israeli kindergarten children (60 girls and 60 boys, aged 5–6 years), we measured creativity through Torrance's Thinking Creatively in Action and Movement (TCAM) and assessed motor learning through invented letter task (ILT), in terms of speed and accuracy, administered at multiple time points: beginning and end of training, 24 hours post-training, and 4–5 weeks post-training. Our results indicate a significant correlation between the creativity measures and skill acquisition, consolidation, and long-term retention. Additionally, the results show that the creativity tests predict, skill acquisition and learning. Moreover, children with higher creativity scores exhibited significantly better performance in both speed and accuracy throughout the motor learning phases. Specifically, these children showed superior acquisition of skills, enhanced consolidation 24 hours post-training, and better retention. While the TCAM test focuses on creative thinking within physical activities, the observed association between creativity and motor learning suggests that creative activities may foster adaptive learning strategies and enhanced motor development. The study's findings underline the importance of incorporating creative activities into motor learning interventions. Such integration could, potentially, optimize developmental outcomes by fostering cognitive and motor skill development. This study deepens our understanding of the relationship between creativity and motor development, providing valuable insights for designing educational methods that support child development.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"54 ","pages":"Article 101684"},"PeriodicalIF":3.7,"publicationDate":"2024-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142659257","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 influence of group categorization and common ingroup identity on malevolent creativity, benevolent creativity, and neutral creativity","authors":"Xiumin Du ,&nbsp;Yandong Zhao ,&nbsp;Ke Zhang","doi":"10.1016/j.tsc.2024.101686","DOIUrl":"10.1016/j.tsc.2024.101686","url":null,"abstract":"<div><div>Group categorization creates intergroup bias. However, the influence of group categorization on malevolent creativity (MC), benevolent creativity (BC), and neutral creativity (NC) remains unclear. First two studies explored this influence. In Study 1 (N = 79), participants generated lower MC and higher BC toward in-group members than out-group members. In Study 2 (N = 102), lower MC and higher BC were generated when participants were primed by in-group identity than by out-group identity. Furthermore, group composition is not static but rather a dynamic process. Individuals may establish a common ingroup identity with out-group members while altering their groups, which can mitigate intergroup bias and promote harmonious intergroup relationships, potentially influencing individuals’ MC, BC, and NC. Therefore, last two studies explored this influence. Study 3 (N = 134) first validated the findings of Study 1. Then, by recategorizing existing groups to establish a common ingroup identity among different groups’ members, finding a common ingroup identity could reduce MC and enhance BC towards out-group members. Study 4 (N = 123) further extended this influence to the priming effect and found even when individuals were primed by different group identities, priming a common ingroup identity can reduce MC and enhance BC toward others. In all studies, NC remained consistently unaffected. In conclusion, group categorization and common ingroup identity can affect MC and BC, but not NC. The AMORAL model, intergroup bias, and common ingroup identity model were used to explain our findings, while limitations and future research directions were discussed in detail.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"54 ","pages":"Article 101686"},"PeriodicalIF":3.7,"publicationDate":"2024-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142659260","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":"Measuring parental behaviors supporting higher order thinking skills in children: A scale development study","authors":"Hurşide Kübra Özkan Kunduracı ,&nbsp;Kevser Tozduman Yaralı ,&nbsp;Semih Kaynak","doi":"10.1016/j.tsc.2024.101685","DOIUrl":"10.1016/j.tsc.2024.101685","url":null,"abstract":"<div><div>This study aimed to develop a measurement tool to assess parental behaviors supporting the higher order thinking skills of children aged 4–7 years. An item pool was created by reviewing relevant literature and gathering parental opinions, which was then finalized through expert review. The scale's psychometric properties were examined in two stages. In the first stage, an exploratory factor analysis was conducted with 272 parents, resulting in a 12-item scale with a single factor explaining approximately 75% of the variance. In the second stage, the 12-item scale was administered to a different group of 357 parents, and confirmatory factor analysis was conducted. The results indicated satisfactory construct validity, strong reliability (Cronbach's alpha and omega), as well as convergent and concurrent validity. The consistent psychometric findings from two separate study groups support the conclusion that the developed scale is a valid and reliable instrument for measuring parental behaviors that support higher order thinking skills in children aged 4–7 years.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"54 ","pages":"Article 101685"},"PeriodicalIF":3.7,"publicationDate":"2024-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142659259","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 long-term impact of executive functions on everyday creativity among Chinese adolescents: A longitudinal mediation model of emotional resilience and creative self-efficacy","authors":"Qing Wang,&nbsp;Yuanmeng Tang,&nbsp;Jie Yu,&nbsp;Liying Huang,&nbsp;Xinya Wang,&nbsp;Baoguo Shi","doi":"10.1016/j.tsc.2024.101682","DOIUrl":"10.1016/j.tsc.2024.101682","url":null,"abstract":"<div><div>Recent studies have underscored the vital role of executive functions (EFs) in creativity. However, most research has concentrated on creative thinking while overlooking the relationship between EFs and everyday creativity and the mechanism underlying this relationship in the development of adolescents. In this study, we recruited 1269 adolescents (560 girls, 44.1 %) and utilized a longitudinal follow-up approach, conducting questionnaire surveys at three time points. The longitudinal mediation model of emotional resilience (ER) at Time 2 (T2) and creative self-efficacy (CSE) at Time 3 (T3) as links between EFs at Time 1 (T1) and everyday creativity at T3 was analyzed to verify all possible paths in this study. The results revealed that EFs (T1) positively predicted adolescents’ everyday creativity in science, art, and literature two years later (T3). Furthermore, EFs (T1) predicted adolescents' everyday creativity in science, art, and literature (T3) via a sequential mediation model of ER (T2) and CSE (T3), as well as a mediation model of CSE (T3). In summary, these findings reveal the relationships and internal mediating mechanisms between EFs and everyday creativity. This study has considerable implications for families and schools to advance the development of adolescents’ everyday creativity by training their EFs and strengthening their ER and CSE.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"54 ","pages":"Article 101682"},"PeriodicalIF":3.7,"publicationDate":"2024-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142659256","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":"Examination of mathematics teachers’ strategic flexibility in solving mathematical problems","authors":"Rümeysa Cevahir Bolat ,&nbsp;Çiğdem Arslan","doi":"10.1016/j.tsc.2024.101679","DOIUrl":"10.1016/j.tsc.2024.101679","url":null,"abstract":"<div><div>One of the fundamental skills teachers aim to impart in mathematics education is problem-solving. Developing and sustaining this skill is only possible if teachers possess strategic flexibility. Assessing the current level of teachers’ strategic flexibility is crucial, as it also plays a key role in their professional development. The research aims to explore the strategic flexibility of mathematics teachers in solving mathematical problems–both routine and non-routine problems. Using a qualitative research methodology, specifically the case study design, this study engaged a cohort of 12 mathematics teachers who were actively teaching during the autumn semester of the 2022–2023 academic year. These participants represented various educational levels, possessed different postgraduate qualifications, and had diverse years of professional experience. Data collection tools include a Problem Solving Flexibility Test with four math problems and semi-structured interviews to gather teachers’ perspectives on routine and non-routine problems. The semi-structured interviews aimed to reveal all the strategies that teachers use or can use when solving problems. In the initial stages of data analysis, the distinct strategies employed by each participating teacher in addressing the problems were classified. In the context of intra-task strategic flexibility, teachers often used different strategies simultaneously while solving a problem. Teachers were able to switch strategies or use a different strategy because they were able to tackle routine difficulties more readily. The most commonly favoured problem-solving approaches among participants was “Reasoning” and “Make a Drawing or Diagram”. Interestingly, strategies like “Look for a Pattern” and “Simplifying the Problem” were predominantly employed in non-routine scenarios, which is a significant finding of the research. It was found that teachers’ inter-tasks strategic flexibility paralleled their teaching experience and postgraduate education status. In summary, this study investigates how mathematics teachers adapt their problem-solving strategies when faced with different types of mathematical challenges, highlighting the prevalence of specific approaches in routine and non-routine contexts.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"54 ","pages":"Article 101679"},"PeriodicalIF":3.7,"publicationDate":"2024-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142702965","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 development of critical thinking, team working, and communication skills in a business school–A project-based learning approach","authors":"Eva Dias-Oliveira ,&nbsp;Rita Pasion ,&nbsp;Rui Vieira da Cunha ,&nbsp;Sandra Lima Coelho","doi":"10.1016/j.tsc.2024.101680","DOIUrl":"10.1016/j.tsc.2024.101680","url":null,"abstract":"<div><div>This study presents a Project-Based Learning (PBL) approach – the Multidisciplinary Project I course (MPI) - conceived to improve critical thinking skills of first-year business students while also mobilizing teamwork and communication skills. The main goals are to 1) describe the methodological PBL approach of MPI and 2) analyze changes in critical thinking, team working, and communication skills during the semester (pre- and post-test) by comparing management and economics students enrolled in MP1 (<em>n</em>= 946) to a control group (<em>n</em>= 210) including students from other courses. Our findings show that, at the end of the semester, MPI students reported a greater reduction in their critical thinking difficulties and communication apprehension and improvements in teamwork skills. This study provides evidence supporting the inclusion of PBL approaches to promote skills in business students that can be transferable to real-world settings.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"54 ","pages":"Article 101680"},"PeriodicalIF":3.7,"publicationDate":"2024-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142659255","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}

{"title":"Disjunction and access to knowledge: Educational implications","authors":"Miguel López-Astorga ,&nbsp;Leyla D. Torres-Bravo ,&nbsp;Cristian A. Rojas-Barahona","doi":"10.1016/j.tsc.2024.101677","DOIUrl":"10.1016/j.tsc.2024.101677","url":null,"abstract":"<div><div>In classical logic, it is possible to derive ‘either p or q’ from ‘p’ (where p and q are sentences with any content). This is a cognitive problem, since people often tend not to make inferences of that kind. This paper analyzes the solution the theory of mental models gives for this problem. Based on that solution, the paper proposes to use tasks with inferences such as that mentioned in the educational context. The idea is that those tasks can allow assessing certain learnings. In particular, they can reveal in some cases whether students understand the relations between the semantic contents assigned to p and q. This is because, following the theory of mental models, whenever q implies p, the inference must be accepted.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"54 ","pages":"Article 101677"},"PeriodicalIF":3.7,"publicationDate":"2024-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142659253","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":"Executive function training curriculum to enhance emotional intelligence in early childhood: Theory adaptation in educational design research","authors":"Natthiya Pumyoch ,&nbsp;Sanit Srikoon","doi":"10.1016/j.tsc.2024.101673","DOIUrl":"10.1016/j.tsc.2024.101673","url":null,"abstract":"<div><div>Emotional intelligence (EI) is vital for early childhood development and is closely linked to executive function (EF). EF is a foundation of cognitive ability in early childhood. Educational design research (EDR) offers an adaptive methodology for curriculum development. This study aimed to (1) analyze and explore perspectives for designing an executive function training (EFT) curriculum to enhance EI, (2) design and develop the EFT curriculum, and (3) evaluate and reflect on the EFT curriculum. The research underscores the need to enhance EI, social skills, self-help abilities, and positive attitudes in early childhood students. Developed through a collaborative effort involving multiple stakeholders, the EFT curriculum aligns with Thailand's Ministry of Education standards. It significantly improves EI scores across six assessments of EI's five elements: self-awareness, self-regulation, motivation, empathy, and adeptness in relationships. The EFT curriculum emphasizes inhibitory control, shift/cognitive flexibility, emotional control, working memory, planning/organizing, and incorporating sleep to support cognitive and emotional development, a total of 150 hours. Developed with stakeholder input and rigorous design principles, the EFT curriculum prepares children for future learning and life challenges.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"54 ","pages":"Article 101673"},"PeriodicalIF":3.7,"publicationDate":"2024-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142659319","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 more open, the more creative? The metaphorical effects of postural openness on divergent thinking and convergent thinking","authors":"Lu Song ,&nbsp;Qihan Zhang ,&nbsp;Bingjie Zhao ,&nbsp;Xuejun Bai","doi":"10.1016/j.tsc.2024.101675","DOIUrl":"10.1016/j.tsc.2024.101675","url":null,"abstract":"<div><div>As one of the most prevalent bodily states in daily life, postures can exert an impact on creative thinking. Adopting the perspective of embodied metaphor, two studies were conducted using the \"posture-cognition\" dual-task paradigm to investigate the influence of different postural openness on creative thinking. Study 1 explored the effects of expansive/open versus contractive/closed postures on divergent thinking and convergent thinking, and observed whether they were modulated by standing and sitting postures. Study 2 further examined the participants' performance on a convergent thinking task and a non-creative detail processing task of varying difficulty under identical postures. Results indicated better divergent thinking performance with expansive postures than with contractive postures, confirming the \"expansive-divergent\" metaphor. The expansive standing posture was found to be the most conducive posture for divergent thinking. However, the contractive postures failed to facilitate the convergent thinking task, but showed more conducive to the moderately difficult non-creative detail processing task. These findings support that body postures can have a metaphorical effect on higher cognitive processes such as creative thinking, but the effect varies depending on the type of creative cognitive processing. This research enhances the comprehension of embodied creativity and provides valuable insights for educational practice.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"54 ","pages":"Article 101675"},"PeriodicalIF":3.7,"publicationDate":"2024-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142659320","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}