Thinking Skills and Creativity最新文献_第9页

Fostering creativity in science education reshapes semantic memory 在科学教育中培养创造力重塑语义记忆

IF 3.7 2区教育学

Thinking Skills and Creativity Pub Date : 2024-07-26 DOI: 10.1016/j.tsc.2024.101593

Clin KY Lai , Edith Haim , Wolfgang Aschauer , Kurt Haim , Roger E. Beaty

{"title":"Fostering creativity in science education reshapes semantic memory","authors":"Clin KY Lai , Edith Haim , Wolfgang Aschauer , Kurt Haim , Roger E. Beaty","doi":"10.1016/j.tsc.2024.101593","DOIUrl":"10.1016/j.tsc.2024.101593","url":null,"abstract":"<div><p>Fostering creativity is vital for tackling 21st-century challenges, and education plays a key role in nurturing this skill. According to the associative theory, creativity involves connecting distant concepts in semantic memory. Here, we explore how semantic memory changes following an educational intervention intended to promote creativity. Specifically, we examine how a scientific education curriculum—Scientific Creativity in Practice (SCIP) program—impacts the semantic memory networks of 10–18-year-old students in a chemistry class (<em>n</em> = 176). Students in an Intervention group who received the SCIP intervention, and a Control group who did not, completed creative thinking tests, as well as verbal fluency tasks to estimate semantic networks in science-specific (chemistry) and domain-general (animal) categories. Results showed that the SCIP intervention enhanced performance on one test of scientific creative thinking but showed no significant difference on another. Using network science methods, we observed increased interconnectedness in both science-specific and domain-general categories, with lower path distances between concepts and reduced modularity. These traits define a ‘small-world’ network, balancing connections between closely related and remote concepts. Notably, the chemistry semantic network showed substantially more reorganization, consistent with the chemistry contents of the SCIP intervention. The findings suggest that semantic memory reorganization may be a cognitive mechanism underlying successful creativity interventions in science education.</p></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"53 ","pages":"Article 101593"},"PeriodicalIF":3.7,"publicationDate":"2024-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141844677","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

Effects of technology-aided teaching mode on the development of CT skills of EFL students in Higher Vocational Colleges: A case study of English argumentative writing 科技辅助教学模式对高职院校EFL学生CT技能发展的影响：英语议论文写作案例研究

IF 3.7 2区教育学

Thinking Skills and Creativity Pub Date : 2024-07-22 DOI: 10.1016/j.tsc.2024.101594

Liping Jiang , Fu Liang , Dan Wu

{"title":"Effects of technology-aided teaching mode on the development of CT skills of EFL students in Higher Vocational Colleges: A case study of English argumentative writing","authors":"Liping Jiang , Fu Liang , Dan Wu","doi":"10.1016/j.tsc.2024.101594","DOIUrl":"10.1016/j.tsc.2024.101594","url":null,"abstract":"<div><p>With the increasing application of technology in education, exploring the value of technology-aided teaching modes in promoting students' development of critical thinking (CT) skills has become more prominent. This study targets English as a Foreign Language (EFL) students in Higher Vocational Colleges (HVCs) to empirically investigate the effects of technology-aided teaching on their development of CT skills. Utilizing the method of equal-group comparative teaching experiment, this study divided students into control and experimental groups and implemented various technology-aided teaching interventions in the experimental group. The results reveal that the application of technology has a positive impact on the development of CT skills and improvement in English argumentative writing among EFL students. Based upon these findings, this study proposes a teaching mode “problem-based learning context creating - viewpoints expressing - viewpoint questioning - collaborative resolution - reflective learning,” aiming to provide insights for effectively conducting CT teaching for EFL students under a technological environment.</p></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"53 ","pages":"Article 101594"},"PeriodicalIF":3.7,"publicationDate":"2024-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141838979","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

What does it take to be original? An exploration of mathematical problem solving 原创需要什么？探索数学问题的解决之道

IF 3.7 2区教育学

Thinking Skills and Creativity Pub Date : 2024-07-20 DOI: 10.1016/j.tsc.2024.101592

A Kadir Bahar , Iclal Can , C. June Maker

{"title":"What does it take to be original? An exploration of mathematical problem solving","authors":"A Kadir Bahar , Iclal Can , C. June Maker","doi":"10.1016/j.tsc.2024.101592","DOIUrl":"10.1016/j.tsc.2024.101592","url":null,"abstract":"<div><p>This study focused on original mathematical problem solving among elementary students. The purpose of this study was to investigate originality in the solving of mathematical problems in K-6 students. Guided by this purpose, we investigated to what extent scores on accuracy, fluency, and application of concepts predict originality in producing solutions to mathematical problems. The participants included 520 K-6 students who attended a public elementary school which was located in a multicultural metropolitan area of New South Wales, Australia. The DISCOVER Mathematics Assessment was used to assess the students’ problem solving skills. To answer our research question, we conducted binary logistic regression analysis to predict the relationship between the independent variables (accuracy, fluency, and application of concepts) and the predicted binary variable (originality in solutions to mathematical problems). The logistic regression model was statistically significant and explained 11.6% of the variance in producing original solutions and classified 91.3 % of cases correctly. The results of the binary logistic regression analysis showed that increases in accuracy and application of concept scores were associated with an increase in the odds of being able to produce original solutions in mathematical problem solving. Unlike accuracy and application of concepts, a change in fluency scores was not significantly associated with a change in the odds of being able to produce original solutions in mathematical problem solving. The findings of this domain specific research on originality provided insights for the notion of creativity in mathematical problem solving among K-6 students. We discussed the implications of our findings as well as our recommendations for research, practice and policy to develop students’ creative potential.</p></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"53 ","pages":"Article 101592"},"PeriodicalIF":3.7,"publicationDate":"2024-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141950498","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

Unleashing creative potential: Evaluating the impact of a cognitive-based creativity training program in the classroom 释放创造潜能：评估基于认知的课堂创造力培训计划的影响

IF 3.7 2区教育学

Thinking Skills and Creativity Pub Date : 2024-07-07 DOI: 10.1016/j.tsc.2024.101582

Peiyao Chen , Tongwei Liu , Qiyang Gao

引用次数: 0

Effects of a problem posing instructional interventions on student learning outcomes: A three-level meta-analysis 提出问题的教学干预对学生学习成果的影响：三级元分析

IF 3.7 2区教育学

Thinking Skills and Creativity Pub Date : 2024-07-07 DOI: 10.1016/j.tsc.2024.101587

Cheng Zhang , Ying Zhou , Tommy Tanu Wijaya , Jihe Chen , Yimin Ning

{"title":"Effects of a problem posing instructional interventions on student learning outcomes: A three-level meta-analysis","authors":"Cheng Zhang , Ying Zhou , Tommy Tanu Wijaya , Jihe Chen , Yimin Ning","doi":"10.1016/j.tsc.2024.101587","DOIUrl":"10.1016/j.tsc.2024.101587","url":null,"abstract":"<div><p>Problem posing is increasingly being considered in the field of education, with many experts exploring its positive effects on student learning outcomes. In this case, different perspectives have emerged regarding the impact of the intervention, claiming the overall effect remains uncertain. Therefore, this study aims to explore the effects of a problem posing instructional intervention on student learning outcomes at the cognitive and non-cognitive levels from 2000 to 2023, using a three-level meta-analysis. 32 studies and 4,068 participants were included to compare the classrooms with and without problem posing instructional interventions in elementary to higher education. The results showed a moderate-positive and small positive effect on students cognitive (Hedges' <em>g</em> = 0.681, 95 % CI [0.552, 0.810], <em>p</em> < 0.001) and non-cognitive (Hedges' <em>g</em> = 0.367, 95 % CI [0.113, 0.620], <em>p</em> = 0.003) levels, respectively. Based on the moderator analysis, there were differences in the learning outcomes among students across various task formats. Notably, tasks that included specific information and involved problem posing in context demonstrated significantly better performance. In conclusion, these results indicate the importance of problem posing instructional interventions in promoting student's development and their impact on cognitive and non-cognitive dimensions.</p></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"53 ","pages":"Article 101587"},"PeriodicalIF":3.7,"publicationDate":"2024-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141712238","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

Transforming maker mindsets: A case study of elementary students in a maker education context during lesson study 转变创客心态：创客教育背景下的小学生课例研究

IF 3.7 2区教育学

Thinking Skills and Creativity Pub Date : 2024-07-07 DOI: 10.1016/j.tsc.2024.101590

Jiajia Li , Zhuang Li , Huixin Gao , Tianying Yun

{"title":"Transforming maker mindsets: A case study of elementary students in a maker education context during lesson study","authors":"Jiajia Li , Zhuang Li , Huixin Gao , Tianying Yun","doi":"10.1016/j.tsc.2024.101590","DOIUrl":"10.1016/j.tsc.2024.101590","url":null,"abstract":"<div><p>Utilizing a case study approach, this research investigates the transformation of elementary students' Maker mindsets within the context of Maker education through a lesson study cycle. The study focuses on the Maker mindsets transformation of three students with varying abilities, deliberately chosen as information-rich participants. A project-specific questionnaire, the Maker Mindsets Scale, was employed to facilitate self-assessment of Maker mindsets before and after intervention. Additionally, teachers' post-lesson discussion meetings were observed, and semi-structured interviews with participating teachers were conducted to gauge their perceptions of students' Maker mindsets transformation. The analysis encompassed students' semi-structured reflection logs and interviews to uncover the underlying factors driving Maker mindsets transformation. The results revealed distinct variations in how students of different abilities perceived their Maker mindsets transformation. Nonetheless, participant teachers consistently observed transformations in STEM (Science, Technology, Engineering, Mathematics) thinking skills, self-efficacy, motivation, and collaborative learning across all students. The study further identifies a collaborative convergence of multiple factors contributing to Maker mindsets transformation, spanning teacher, student, and pedagogical perspectives. These findings carry significant implications for educators, advocating for the implementation of customized strategies, authentic contextualization, structured methodologies, and collaborative frameworks to holistically nurture Maker mindsets evolution. Moreover, our study underscores the practicality of the LS approach in fostering collaborative development of innovative pedagogical strategies aimed at fostering Maker mindsets formation.</p></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"53 ","pages":"Article 101590"},"PeriodicalIF":3.7,"publicationDate":"2024-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141703844","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

Role of creative self-efficacy and perceived creativity as predictors of mathematical creative thinking: Mediating role of computational thinking 创造性自我效能感和感知创造性对数学创造性思维的预测作用：计算思维的中介作用

IF 3.7 2区教育学

Thinking Skills and Creativity Pub Date : 2024-07-05 DOI: 10.1016/j.tsc.2024.101591

Suherman Suherman , Tibor Vidákovich

{"title":"Role of creative self-efficacy and perceived creativity as predictors of mathematical creative thinking: Mediating role of computational thinking","authors":"Suherman Suherman , Tibor Vidákovich","doi":"10.1016/j.tsc.2024.101591","DOIUrl":"10.1016/j.tsc.2024.101591","url":null,"abstract":"<div><p>In the field of education, research has consistently emphasized mathematical creative thinking as a crucial component of 21st-century skills. Thus, this cross-sectional study examines the predictors of such thinking by specifically focusing on the roles of perceived creativity, creative self-efficacy, and computational thinking. The participants consisted of 896 secondary school students (52.9 % female; 47.1 % male) in Indonesia who were asked to complete a series of online questionnaires and tests. For analysis, structural equation modeling was employed, demonstrating satisfactory construct validity and instrument reliability. Based on the results, there was a positive association between computational thinking and mathematical creative thinking. In addition, perceived creativity had a positive impact on mathematical creative thinking, whereas creative self-efficacy showed a negative association. As for the empirical model, it revealed that computational thinking plays a mediating role, connecting perceived creativity and creative self-efficacy to mathematical creative thinking. The findings suggest that incorporating these skills and related variables into the mathematics curriculums in schools is essential for preparing students for success in the 21st century.</p></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"53 ","pages":"Article 101591"},"PeriodicalIF":3.7,"publicationDate":"2024-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1871187124001299/pdfft?md5=b562e00113a24498f42e3725fe2e8f0c&pid=1-s2.0-S1871187124001299-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141622282","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

A study on creative drawing strategies based on the human head features in children's realistic figure drawings 基于儿童写实人物画中人物头部特征的创意绘画策略研究

IF 3.7 2区教育学

Thinking Skills and Creativity Pub Date : 2024-07-04 DOI: 10.1016/j.tsc.2024.101589

Lan Yu

{"title":"A study on creative drawing strategies based on the human head features in children's realistic figure drawings","authors":"Lan Yu","doi":"10.1016/j.tsc.2024.101589","DOIUrl":"10.1016/j.tsc.2024.101589","url":null,"abstract":"<div><p>Creative strategies used in drawing practice determine the visual effects of drawing. Drawing strategies reflect children's understanding, association, and summarisation of the visual features of objects. In the case of the human head, visual features are composed of positional, contour, and structural features. This study assessed the creative strategies of children aged 7–12 years based on their drawings of the visual features of the eyebrows, eyes, nose, mouth, ears, and neck in realistic figures. Children's strategies for creating visual features of the human head were classified into four types: hidden, abstract, summarised, and realistic. The results showed that most children used abstract creation strategies to represent the visual features of the nose and mouth in their drawings. Most children expressed the visual features of the eyes and neck using summarised creative strategies. A few children applied realistic creative strategies to draw the visual features of eyebrows, eyes, nose, mouth, and ears. Children used simplified structural features as a strategy to understand the visual features of the human head before creating their drawings. Most of the children tended to express the overall features of the human head with less curvature or number of contour lines in their drawings. Children regard the eyes and mouth as the major elements when drawing the visual features of the human head. Children regard eyebrows, noses, and ears as secondary elements expressing human heads. Accordingly, teachers need to educate children to understand and summarise the visual features of these secondary elements. Teachers also need to guide children in converting the visual elements from their understanding to the graphical elements in drawings.</p></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"53 ","pages":"Article 101589"},"PeriodicalIF":3.7,"publicationDate":"2024-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1871187124001275/pdfft?md5=b18322dec4228206c5ec1dc6d828901c&pid=1-s2.0-S1871187124001275-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141574173","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

Examining the association between discussion strategies and learners’ critical thinking in asynchronous online discussion 研究异步在线讨论中讨论策略与学习者批判性思维之间的关联

IF 3.7 2区教育学

Thinking Skills and Creativity Pub Date : 2024-07-04 DOI: 10.1016/j.tsc.2024.101588

Zhaoli Zhang, Erqi Zhang, Hai Liu, Shuyun Han

{"title":"Examining the association between discussion strategies and learners’ critical thinking in asynchronous online discussion","authors":"Zhaoli Zhang, Erqi Zhang, Hai Liu, Shuyun Han","doi":"10.1016/j.tsc.2024.101588","DOIUrl":"https://doi.org/10.1016/j.tsc.2024.101588","url":null,"abstract":"<div><p>A well-designed asynchronous online discussion (AOD) has the potential to encourage learners’ critical thinking (CT). Previous studies have shown that the discussion strategies selected by instructors when designing AOD questions can influence learners’ CT. However, the associations between different discussion strategies and learners’ CT have not been fully explored, and clear guidance for instructors on how to promote learners’ CT by selecting appropriate discussion strategies is limited. In this study, a coupling deep learning model named CritiNet was developed to classify and identify learners’ CT automatically based on Murphy's CT analysis model as a coding scheme (<em>recognize, understand, analyze, evaluate</em>, and <em>create</em>) in 15,483 Chinese text discussion posts. These discussion posts were generated by 505 learners in four different discussion strategies: case-based discussion, debate, open-ended discussion, and role play. Then, the associations of the discussion strategies with learners’ CT were examined. Results indicated CritiNet had excellent performance in classifying Chinese text discussion posts and identifying learners’ CT. Pearson's chi-squared test reported a strong association between the four discussion strategies and learners’ CT. Cross-analysis revealed differences among the four discussion strategies in encouraging CT. Specifically, the case-based discussion strategy developed <em>evaluate</em> of CT more effectively, whereas the three other strategies promoted <em>analyze</em> to a greater extent<em>.</em> By contrast, the open-ended strategy encouraged the least development of CT in <em>create</em>, and the role play strategy generated the smallest proportion in <em>evaluate</em>. The implications of these findings for instructors to encourage learners’ CT effectively in AOD were discussed.</p></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"53 ","pages":"Article 101588"},"PeriodicalIF":3.7,"publicationDate":"2024-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141595863","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

EFL students’ critical thinking in asynchronous online discussions: A perspective of peer facilitation EFL 学生在异步在线讨论中的批判性思维：从同伴促进的角度看

IF 3.7 2区教育学

Thinking Skills and Creativity Pub Date : 2024-07-03 DOI: 10.1016/j.tsc.2024.101581

Jun Xia , Cuiqin Xu

{"title":"EFL students’ critical thinking in asynchronous online discussions: A perspective of peer facilitation","authors":"Jun Xia , Cuiqin Xu","doi":"10.1016/j.tsc.2024.101581","DOIUrl":"https://doi.org/10.1016/j.tsc.2024.101581","url":null,"abstract":"<div><p>With the widespread application of technology in various learning communities, asynchronous online discussions (AODs) have been repeatedly reported as important for exchanging and constructing knowledge and fostering critical thinking (CT). Nevertheless, the specific conducive processes in AODs are yet to be further identified. This study explored the effects of peer facilitation on enhancing CT by tracking the peer facilitation strategies and the corresponding CT episodes in AODs. Forty-five Chinese college students in an English for Academic Purposes (EAP) course participated in a three-phase online discussion task: <em>Stating, Commenting,</em> and <em>Responding</em>. Upon completion of the discussion, all interactive postings were retrieved verbatim and coded for peer facilitation instances and CT episodes in MAXQDA 2022. Seven peer facilitation strategies emerged from 105 peer facilitation instances at the <em>Commenting</em> phase and revealed a frequency-based three-tier peer facilitation pattern, with the bottom-tier, middle-tier and top-tier peer facilitation strategies correspondingly playing the bonding, engaging and monitoring functions in AODs. Such peer facilitation effectively triggered 78 CT episodes, with higher-level CT episodes aggregating on <em>Analyze</em> and <em>Evaluate</em> along an ascending CT level scale from <em>Recognize, Understand, Analyze, Evaluate</em> to <em>Create</em>. This study further identified stem and branch peer facilitation strategies that students employed in AODs, among which the single-strategy and double-strategy structures were more effective in triggering higher-level CT such as <em>Analyze</em> and <em>Evaluate</em>. In light of these findings, pedagogical implications are discussed for employing AODs as a learning community to foster CT in EFL classes.</p></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"53 ","pages":"Article 101581"},"PeriodicalIF":3.7,"publicationDate":"2024-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141595862","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