教育学最新文献

英文中文

IF： -

Fostering creativity and collaboration in STEAM environments: A 3E cognition approach 在STEAM环境中培养创造力和协作：一种3E认知方法

IF 4.5 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2026-06-01 Epub Date: 2025-12-13 DOI: 10.1016/j.tsc.2025.102109

Ronnie Videla , Wendy Ross , Simon Penny , Francisco Parada , Eduardo Sandoval-Obando , May Britt Aros , Leonie Kausel , Carola Cerpa , Paulina Veas , Héctor Valenzuela

This paper explores how creativity and collaboration emerge as embodied, enacted, and environmentally scaffolded (3E) cognitive processes within STEAM education. Drawing on two qualitative case studies conducted in Chile: Designing Fog Collectors and Designing a Smart Trash Bin, the research investigates how students’ learning unfolds through sensorimotor engagement, material manipulation, and technologically mediated collaboration. Using non-participant observation and micro-interviews, the study examines how cognition becomes distributed across bodies, artifacts, and environments in both analog and digital ecologies. Findings from the first case reveal that creativity was enacted through embodied interaction with materials, where students “thought with their hands,” transforming scientific ideas into tangible understanding through collective experimentation and environmental feedback. In contrast, the second case shows a technologically mediated embodiment, in which students extended their cognitive processes through digital tools such as 3D modeling, Arduino programming, and artificial intelligence. Across both contexts, cognition and creativity emerged as ecological and participatory phenomena, grounded in co-regulation and shared sense-making. The study advances the 3E cognition framework as a proof of concept for understanding and designing STEAM learning environments that integrate material, social, and technological dimensions. By operationalizing post-cognitivist theory, the 3E approach offers a transferable qualitative model that bridges theory and practice, demonstrating how creativity and collaboration can be cultivated through ecological, distributed, and relational forms of learning in 21st-century education.

本文探讨了创造力和协作如何在STEAM教育中作为具体化、制定和环境支架（3E）认知过程出现。通过在智利进行的两个定性案例研究：设计雾收集器和设计智能垃圾桶，该研究调查了学生如何通过感觉运动参与、材料操作和技术介导的协作来展开学习。通过非参与者观察和微观访谈，该研究考察了认知如何在模拟和数字生态中分布在人体、人工制品和环境中。第一个案例的研究结果表明，创造力是通过与材料的具体互动来实现的，学生们“用手思考”，通过集体实验和环境反馈将科学思想转化为切实的理解。相比之下，第二个案例展示了技术中介的体现，学生通过3D建模、Arduino编程和人工智能等数字工具扩展了他们的认知过程。在这两种情况下，认知和创造力作为生态和参与性现象出现，以共同调节和共享意义为基础。该研究提出了3E认知框架，作为理解和设计整合了物质、社会和技术维度的STEAM学习环境的概念证明。通过实施后认知主义理论，3E方法提供了一个可转移的定性模型，将理论与实践联系起来，展示了如何通过21世纪教育中的生态、分布式和关系式学习形式培养创造力和协作能力。

{"title":"Fostering creativity and collaboration in STEAM environments: A 3E cognition approach","authors":"Ronnie Videla , Wendy Ross , Simon Penny , Francisco Parada , Eduardo Sandoval-Obando , May Britt Aros , Leonie Kausel , Carola Cerpa , Paulina Veas , Héctor Valenzuela","doi":"10.1016/j.tsc.2025.102109","DOIUrl":"10.1016/j.tsc.2025.102109","url":null,"abstract":"<div><div>This paper explores how creativity and collaboration emerge as embodied, enacted, and environmentally scaffolded (3E) cognitive processes within STEAM education. Drawing on two qualitative case studies conducted in Chile: Designing Fog Collectors and Designing a Smart Trash Bin, the research investigates how students’ learning unfolds through sensorimotor engagement, material manipulation, and technologically mediated collaboration. Using non-participant observation and micro-interviews, the study examines how cognition becomes distributed across bodies, artifacts, and environments in both analog and digital ecologies. Findings from the first case reveal that creativity was enacted through embodied interaction with materials, where students “thought with their hands,” transforming scientific ideas into tangible understanding through collective experimentation and environmental feedback. In contrast, the second case shows a technologically mediated embodiment, in which students extended their cognitive processes through digital tools such as 3D modeling, Arduino programming, and artificial intelligence. Across both contexts, cognition and creativity emerged as ecological and participatory phenomena, grounded in co-regulation and shared sense-making. The study advances the 3E cognition framework as a proof of concept for understanding and designing STEAM learning environments that integrate material, social, and technological dimensions. By operationalizing post-cognitivist theory, the 3E approach offers a transferable qualitative model that bridges theory and practice, demonstrating how creativity and collaboration can be cultivated through ecological, distributed, and relational forms of learning in 21st-century education.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"60 ","pages":"Article 102109"},"PeriodicalIF":4.5,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145797102","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

How teachers’ creative pedagogies shape students’ creative thinking skills: a multilevel moderated mediation analysis from East Asia 教师的创造性教学法如何塑造学生的创造性思维能力：来自东亚的多层次调节中介分析

IF 4.5 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2026-06-01 Epub Date: 2025-12-15 DOI: 10.1016/j.tsc.2025.102112

Chunjin Chen , Hongbiao Yin

East Asian teachers’ pedagogical practices, rooted in Confucian heritage cultures, have sparked enduring debates about whether these pedagogies foster or impede creative thinking skills. This study addresses the debate by employing a multilevel moderated mediation model to examine how teachers’ creative pedagogies shape students’ creative thinking skills, with creative self-efficacy serving as the mediator and school openness to creativity as the moderator. Data were collected from 20,824 15-year-old students, who participated in PISA 2022, across 501 secondary schools in Hong Kong (China), Macao (China), Singapore, and South Korea. The results revealed some striking regional disparities. In Hong Kong (China) and Macao (China), creative pedagogies exhibited a significant positive direct effect on creative thinking skills, while negative effects were observed in Singapore and South Korea. Notably, creative self-efficacy consistently exerted a partial mediating role across all regions, with this mediating effect amplified in schools with higher openness to creativity in Hong Kong (China) and Singapore, but attenuated in Macao (China) and South Korea. The findings have implications for tailoring policies to reconcile creative pedagogies with regional norms and inspire future research on Confucian cultural variations in these mechanisms within East Asian educational contexts.

植根于儒家传统文化的东亚教师的教学实践引发了关于这些教学方法是培养还是阻碍创造性思维技能的持久争论。本研究采用多层次有调节的中介模型，考察教师的创造性教学法如何塑造学生的创造性思维技能，其中创造性自我效能感是中介，学校对创造性的开放程度是中介。数据收集自20,824名参加PISA 2022的15岁学生，他们来自香港（中国）、澳门（中国）、新加坡和韩国的501所中学。结果显示出一些显著的地区差异。在香港（中国）和澳门（中国），创造性教学法对创造性思维技能有显著的正面直接影响，而在新加坡和韩国则有负面影响。值得注意的是，创造性自我效能感在所有地区都发挥了部分中介作用，这种中介作用在香港（中国）和新加坡对创造力开放程度较高的学校中被放大，但在澳门（中国）和韩国被减弱。研究结果对调整政策，使创造性教学法与地区规范相协调具有启示意义，并对东亚教育背景下这些机制中的儒家文化差异的未来研究产生启发。

{"title":"How teachers’ creative pedagogies shape students’ creative thinking skills: a multilevel moderated mediation analysis from East Asia","authors":"Chunjin Chen , Hongbiao Yin","doi":"10.1016/j.tsc.2025.102112","DOIUrl":"10.1016/j.tsc.2025.102112","url":null,"abstract":"<div><div>East Asian teachers’ pedagogical practices, rooted in Confucian heritage cultures, have sparked enduring debates about whether these pedagogies foster or impede creative thinking skills. This study addresses the debate by employing a multilevel moderated mediation model to examine how teachers’ creative pedagogies shape students’ creative thinking skills, with creative self-efficacy serving as the mediator and school openness to creativity as the moderator. Data were collected from 20,824 15-year-old students, who participated in PISA 2022, across 501 secondary schools in Hong Kong (China), Macao (China), Singapore, and South Korea. The results revealed some striking regional disparities. In Hong Kong (China) and Macao (China), creative pedagogies exhibited a significant positive direct effect on creative thinking skills, while negative effects were observed in Singapore and South Korea. Notably, creative self-efficacy consistently exerted a partial mediating role across all regions, with this mediating effect amplified in schools with higher openness to creativity in Hong Kong (China) and Singapore, but attenuated in Macao (China) and South Korea. The findings have implications for tailoring policies to reconcile creative pedagogies with regional norms and inspire future research on Confucian cultural variations in these mechanisms within East Asian educational contexts.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"60 ","pages":"Article 102112"},"PeriodicalIF":4.5,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145797149","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

Body maps for feeling of creativity in musical chord progression 音乐和弦进行中创造感觉的身体映射

IF 4.5 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2026-06-01 Epub Date: 2025-12-19 DOI: 10.1016/j.tsc.2025.102103

Tatsuya Daikoku , Masaki Tanaka

Creativity is a fundamental aspect of the human experience, enabling individuals to generate innovative ideas and artistic expressions including music. Although creativity is frequently framed as the ability to produce novel information, the mechanisms by which perceptions of creativity arise from this information—and their subsequent effects on our minds and bodies—remain inadequately understood.

This study investigates how musical stimuli evoke feelings of creativity through predictive mechanisms, while also examining the role of interoceptive bodily sensations, particularly those linked to the heart and stomach regions. Furthermore, we investigate the relationship between interoceptive sensibility and the intensity of the feeling of creativity.

By employing body-mapping assessments and emotional evaluations on 353 participants exposed to various chord progressions, we revealed the critical role of heart sensations in eliciting feelings of creativity. Our findings indicate that musical chord progressions characterized by high uncertainty and surprise generated heightened feelings of creativity alongside increased arousal. Notably, heart sensations correlated positively with the feeling of creativity, suggesting the crucial role of interoceptive bodily sensations in the experience of creativity. In contrast, the feelings of beauty and valence were more strongly influenced by predictable, low-uncertainty progressions, suggesting that the feelings of creativity may operate through a somewhat different cognitive mechanism than that of beauty and valence.

This study highlights the complex interplay between bodily sensations and feelings of creativity based on predictive processing. By framing creativity within the framework of interoception, our research contributes to a deeper understanding of the emotional and embodied processes that shape the experience of creativity. Future research should explore these relationships to enrich our comprehension of creativity in both artistic endeavors and everyday life.

创造力是人类经验的一个基本方面，使个人能够产生创新的想法和艺术表现，包括音乐。虽然创造力经常被定义为产生新信息的能力，但是从这些信息中产生对创造力的感知的机制，以及它们对我们的思想和身体的后续影响，仍然没有得到充分的理解。这项研究调查了音乐刺激是如何通过预测机制唤起创造力的，同时也研究了内感受性身体感觉的作用，特别是那些与心脏和胃有关的感觉。此外，我们还研究了内感受感性与创造力感觉强度之间的关系。通过对353名参与者进行身体映射评估和情绪评估，我们揭示了心脏感觉在激发创造力情感方面的关键作用。我们的研究结果表明，以高度不确定性和惊喜为特征的音乐和弦进程会产生更高的创造力，同时也会增加觉醒。值得注意的是，心脏感觉与创造力的感觉正相关，这表明内在感受的身体感觉在创造力的体验中起着至关重要的作用。相比之下，美感和效价的感觉更强烈地受到可预测的、低不确定性的过程的影响，这表明创造力的感觉可能通过与美感和效价不同的认知机制来运作。这项研究强调了基于预测处理的身体感觉和创造力之间复杂的相互作用。通过在内感受的框架内构建创造力，我们的研究有助于更深入地理解塑造创造力体验的情感和具体化过程。未来的研究应该探索这些关系，以丰富我们对艺术创作和日常生活中创造力的理解。

{"title":"Body maps for feeling of creativity in musical chord progression","authors":"Tatsuya Daikoku , Masaki Tanaka","doi":"10.1016/j.tsc.2025.102103","DOIUrl":"10.1016/j.tsc.2025.102103","url":null,"abstract":"<div><div>Creativity is a fundamental aspect of the human experience, enabling individuals to generate innovative ideas and artistic expressions including music. Although creativity is frequently framed as the ability to produce novel information, the mechanisms by which perceptions of creativity arise from this information—and their subsequent effects on our minds and bodies—remain inadequately understood.</div><div>This study investigates how musical stimuli evoke feelings of creativity through predictive mechanisms, while also examining the role of interoceptive bodily sensations, particularly those linked to the heart and stomach regions. Furthermore, we investigate the relationship between interoceptive sensibility and the intensity of the feeling of creativity.</div><div>By employing body-mapping assessments and emotional evaluations on 353 participants exposed to various chord progressions, we revealed the critical role of heart sensations in eliciting feelings of creativity. Our findings indicate that musical chord progressions characterized by high uncertainty and surprise generated heightened feelings of creativity alongside increased arousal. Notably, heart sensations correlated positively with the feeling of creativity, suggesting the crucial role of interoceptive bodily sensations in the experience of creativity. In contrast, the feelings of beauty and valence were more strongly influenced by predictable, low-uncertainty progressions, suggesting that the feelings of creativity may operate through a somewhat different cognitive mechanism than that of beauty and valence.</div><div>This study highlights the complex interplay between bodily sensations and feelings of creativity based on predictive processing. By framing creativity within the framework of interoception, our research contributes to a deeper understanding of the emotional and embodied processes that shape the experience of creativity. Future research should explore these relationships to enrich our comprehension of creativity in both artistic endeavors and everyday life.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"60 ","pages":"Article 102103"},"PeriodicalIF":4.5,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145797150","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Developing pre-service physical education teachers’ competencies and attitudes: A quasi-experimental study in inclusive education 职前体育教师胜任力与态度的培养：全纳教育的准实验研究

IF 3.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education

Pub Date : 2026-06-01 Epub Date: 2026-02-10 DOI: 10.1016/j.tate.2026.105431

Elif Top , Mustafa Demir

Inclusive education requires teachers to be prepared for diverse student needs, yet pre-service physical education teachers lack competencies in disability-focused pedagogy. This study examined the impact of a 14-week program on competencies, self-efficacy, and attitudes of pre-service teachers in Türkiye. Participants were assigned to EG1 (theoretical-practical), EG2 (theoretical), and CG (control). Data were collected using the Teacher Efficacy for Inclusive Practice Scale (TEIP), the Self-Efficacy Scale for Physical Education Teacher Education Majors Towards Inclusion (SE-PETE-D), and the Attitudes Towards Inclusive Education Scale (AIES). Results indicated significant improvements for EG1 across all measures: TEIP total (+9.66), inclusive instruction (+3.31), collaboration (+3.45); SE-PETE-D subscales: intellectual (+6.21) and physical disabilities (+6.76); AIES total (+14.00), inclusive school culture (+4.55), and inclusive education practices (+5.31) (p < .01). The findings highlight the effectiveness of combining theoretical-practical training. Teacher education programmes should include disability-specific content, strengthen pedagogical preparation, and integrate field-based experiences early in undergraduate education.

全纳教育要求教师为学生的多样化需求做好准备，然而职前体育教师缺乏以残疾为重点的教学能力。本研究考察了为期14周的课程对 rkiye职前教师胜任力、自我效能感和态度的影响。参与者被分配到EG1（理论-实践），EG2（理论）和CG（控制）。采用教师全纳实践效能量表（TEIP）、体育教育专业教师全纳自我效能量表（SE-PETE-D）和全纳教育态度量表（AIES）收集数据。结果表明，EG1在所有测量中都有显著改善：TEIP总数（+9.66），包容性指导（+3.31），协作（+3.45）；SE-PETE-D分量表：智力（+6.21）和身体残疾（+6.76）；AIES总分（+14.00）、全纳学校文化（+4.55）和全纳教育实践（+5.31）（p < .01）。研究结果突出了理论与实践相结合的有效性。教师教育方案应包括针对残疾的内容，加强教学准备，并在本科教育早期纳入实地经验。

{"title":"Developing pre-service physical education teachers’ competencies and attitudes: A quasi-experimental study in inclusive education","authors":"Elif Top , Mustafa Demir","doi":"10.1016/j.tate.2026.105431","DOIUrl":"10.1016/j.tate.2026.105431","url":null,"abstract":"<div><div>Inclusive education requires teachers to be prepared for diverse student needs, yet pre-service physical education teachers lack competencies in disability-focused pedagogy. This study examined the impact of a 14-week program on competencies, self-efficacy, and attitudes of pre-service teachers in Türkiye. Participants were assigned to EG1 (theoretical-practical), EG2 (theoretical), and CG (control). Data were collected using the Teacher Efficacy for Inclusive Practice Scale (TEIP), the Self-Efficacy Scale for Physical Education Teacher Education Majors Towards Inclusion (SE-PETE-D), and the Attitudes Towards Inclusive Education Scale (AIES). Results indicated significant improvements for EG1 across all measures: TEIP total (+9.66), inclusive instruction (+3.31), collaboration (+3.45); SE-PETE-D subscales: intellectual (+6.21) and physical disabilities (+6.76); AIES total (+14.00), inclusive school culture (+4.55), and inclusive education practices (+5.31) (p < .01). The findings highlight the effectiveness of combining theoretical-practical training. Teacher education programmes should include disability-specific content, strengthen pedagogical preparation, and integrate field-based experiences early in undergraduate education.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"175 ","pages":"Article 105431"},"PeriodicalIF":3.9,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146147671","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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

Becoming a designer-scientist: A designer’s journey into laboratory practice and material characterization as creative tools for biodesign with bacterial cellulose 成为一个设计师-科学家：一个设计师的旅程进入实验室实践和材料表征作为创造性工具的生物设计与细菌纤维素

IF 4.5 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2026-06-01 Epub Date: 2026-01-01 DOI: 10.1016/j.tsc.2025.102125

Luis Quijano , Ziyuan Jing , Tiziana Ferrero-Regis , Laura Navone , Dmitri Golberg , Wenqing Zhang

With the integration of biotechnology into design practices (biodesign), designers are learning to navigate between the interfaces of design and science. However, for designers, the laboratory often remains an unfamiliar environment: structured, procedural, and often perceived as incompatible with creative practice. This study attempts to demystify laboratory practice and explores how laboratory practice can function as a creative methodology for designers through the reflection of the primary author’s journey from designer to designer-scientist with an autoethnographic exploration of bacterial cellulose. Conducted within a chemistry laboratory, this study investigates how scientific protocols, tools, and material characterization techniques can inform design decisions and expand material design for designers. The findings show that engaging with laboratory methodologies allow designers to think through materials by observing transformation at both aesthetic and molecular levels, linking empirical data to creative decision-making. Reflecting on moments of uncertainty, adaption and learning, this study illustrates how laboratory practice reshapes the designer’s practice and identity, fostering confidence and fluency across disciplinary boundaries. Ultimately, this study argues that the act of “becoming a designer-scientist” reframes biodesign as both an empirical and reflective practice, while opening new pathways for sustainable and transdisciplinary futures.

随着生物技术融入设计实践（生物设计），设计师们正在学习如何在设计和科学的界面之间导航。然而，对于设计师来说，实验室往往是一个不熟悉的环境：结构化、程序化，常常被认为与创造性实践不相容。本研究试图揭开实验室实践的神秘面纱，并通过对主要作者从设计师到设计师-科学家的旅程的反思，通过对细菌纤维素的自我民族志探索，探索实验室实践如何作为设计师的创造性方法论发挥作用。本研究在化学实验室中进行，研究了科学协议、工具和材料表征技术如何为设计决策提供信息，并为设计师扩展材料设计。研究结果表明，使用实验室方法可以让设计师通过观察美学和分子水平的变化来思考材料，将经验数据与创造性决策联系起来。本研究反映了不确定、适应和学习的时刻，说明了实验室实践如何重塑设计师的实践和身份，培养跨越学科界限的信心和流畅性。最后，本研究认为，“成为一名设计师-科学家”的行为将生物设计重新定义为一种经验和反思的实践，同时为可持续和跨学科的未来开辟了新的途径。

{"title":"Becoming a designer-scientist: A designer’s journey into laboratory practice and material characterization as creative tools for biodesign with bacterial cellulose","authors":"Luis Quijano , Ziyuan Jing , Tiziana Ferrero-Regis , Laura Navone , Dmitri Golberg , Wenqing Zhang","doi":"10.1016/j.tsc.2025.102125","DOIUrl":"10.1016/j.tsc.2025.102125","url":null,"abstract":"<div><div>With the integration of biotechnology into design practices (biodesign), designers are learning to navigate between the interfaces of design and science. However, for designers, the laboratory often remains an unfamiliar environment: structured, procedural, and often perceived as incompatible with creative practice. This study attempts to demystify laboratory practice and explores how laboratory practice can function as a creative methodology for designers through the reflection of the primary author’s journey from designer to designer-scientist with an autoethnographic exploration of bacterial cellulose. Conducted within a chemistry laboratory, this study investigates how scientific protocols, tools, and material characterization techniques can inform design decisions and expand material design for designers. The findings show that engaging with laboratory methodologies allow designers to think through materials by observing transformation at both aesthetic and molecular levels, linking empirical data to creative decision-making. Reflecting on moments of uncertainty, adaption and learning, this study illustrates how laboratory practice reshapes the designer’s practice and identity, fostering confidence and fluency across disciplinary boundaries. Ultimately, this study argues that the act of “becoming a designer-scientist” reframes biodesign as both an empirical and reflective practice, while opening new pathways for sustainable and transdisciplinary futures.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"60 ","pages":"Article 102125"},"PeriodicalIF":4.5,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145938627","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

Health in translation: a workshop model for health literacy and lay science communication. 翻译中的健康：健康素养与科学传播的工作坊模式。

IF 1.7 4区教育学 Q2 EDUCATION, SCIENTIFIC DISCIPLINES

Advances in Physiology Education

Pub Date : 2026-06-01 Epub Date: 2026-02-16 DOI: 10.1152/advan.00324.2025

Samantha A Musso, Steven J Elmer, Erica A Wehrwein

Health literacy is essential for informed decision-making, patient safety, and public trust in science. This, in part, relies on the ability of health professionals to communicate complex scientific information in language accessible to the general public, yet undergraduate health science programs often lack formal training in lay communication. We describe a 60-min interactive virtual workshop designed to introduce undergraduate students to health literacy and audience-centered science communication. The workshop combined brief instruction with hands-on use of an online readability tool (Sydney Health Literacy Lab, SHeLL), facilitated small-group activities, and peer feedback. Students worked collaboratively to translate a recent scientific abstract into language appropriate for 12th- and 8th-grade reading levels, practicing strategies to reduce jargon and simplify complex information. The workshop successfully engaged students and facilitated awareness of the challenges and importance of communicating health information clearly to nonexpert audiences. This adaptable workshop model provides a practical approach for integrating health literacy and science communication training into undergraduate education and workforce preparation.NEW & NOTEWORTHY Health literacy depends on scientists' and health care professionals' ability to translate complex information into language people understand and trust. This article describes an interactive virtual workshop that equips undergraduates with tools to communicate health and science to diverse audiences. Using brief instruction and hands-on practice rewriting research abstracts, students build lay communication skills and explore links to equity, patient outcomes, and public trust.

卫生素养对于知情决策、患者安全和公众对科学的信任至关重要。在某种程度上，这依赖于卫生专业人员用普通公众可以理解的语言传达复杂科学信息的能力，而本科卫生科学项目往往缺乏正式的外行沟通培训。我们描述了一个60分钟的互动虚拟研讨会，旨在向本科生介绍健康素养和以观众为中心的科学传播。讲习班结合了简短的指导和实际使用在线可读性工具（壳牌公司悉尼健康素养实验室），促进了小组活动和同伴反馈。学生们合作将最近的一篇科学摘要翻译成适合12年级和8年级阅读水平的语言，练习减少术语和简化复杂信息的策略。讲习班成功地吸引了学生，并促进了对向非专业受众清楚地传达卫生信息的挑战和重要性的认识。这种适应性强的讲习班模式为将卫生素养和科学传播培训纳入本科教育和劳动力准备提供了一种实用的方法。

{"title":"Health in translation: a workshop model for health literacy and lay science communication.","authors":"Samantha A Musso, Steven J Elmer, Erica A Wehrwein","doi":"10.1152/advan.00324.2025","DOIUrl":"10.1152/advan.00324.2025","url":null,"abstract":"<p><p>Health literacy is essential for informed decision-making, patient safety, and public trust in science. This, in part, relies on the ability of health professionals to communicate complex scientific information in language accessible to the general public, yet undergraduate health science programs often lack formal training in lay communication. We describe a 60-min interactive virtual workshop designed to introduce undergraduate students to health literacy and audience-centered science communication. The workshop combined brief instruction with hands-on use of an online readability tool (Sydney Health Literacy Lab, SHeLL), facilitated small-group activities, and peer feedback. Students worked collaboratively to translate a recent scientific abstract into language appropriate for 12th- and 8th-grade reading levels, practicing strategies to reduce jargon and simplify complex information. The workshop successfully engaged students and facilitated awareness of the challenges and importance of communicating health information clearly to nonexpert audiences. This adaptable workshop model provides a practical approach for integrating health literacy and science communication training into undergraduate education and workforce preparation.<b>NEW & NOTEWORTHY</b> Health literacy depends on scientists' and health care professionals' ability to translate complex information into language people understand and trust. This article describes an interactive virtual workshop that equips undergraduates with tools to communicate health and science to diverse audiences. Using brief instruction and hands-on practice rewriting research abstracts, students build lay communication skills and explore links to equity, patient outcomes, and public trust.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"365-369"},"PeriodicalIF":1.7,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12997106/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146202858","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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

Reducing, and ultimately replacing, the involvement of animals in education: legislative, ethical, and societal drivers for change. 减少并最终取代动物参与教育：立法、道德和社会变革的驱动力。

IF 1.7 4区教育学 Q2 EDUCATION, SCIENTIFIC DISCIPLINES

Advances in Physiology Education

Pub Date : 2026-06-01 Epub Date: 2026-02-19 DOI: 10.1152/advan.00220.2025

David I Lewis

NEW & NOTEWORTHY Learners are increasingly objecting to participating in educational activities that involve animals. There is a substantial drive from regulators and funders globally to replace the involvement of animals in research. There is no going back. Educators, educational leaderships, physiological societies, and others need to embrace change, working collaboratively to reimagine nonanimal technologies and new approach methodologies used in research to create educationally robust, humane alternatives to the current educational activities that involve animals.

动物，特别是脊椎动物参与大学教育活动引起了强烈的情绪，全球范围内，学习者、教育工作者、公众、监管和法定机构以及其他利益相关者越来越多地推动用非动物技术、新方法方法或数字技术取代这些动物。在全球不同的社区和文化中，对动物参与教育的态度差异很大。对于一些学习者和教育者来说，用无脊椎动物或未成熟的脊椎动物代替脊椎动物是在用人道替代品取代所有用于教育目的的动物的全球旅程中可以接受的中途之家。然而，这些部分替代并非没有自己的伦理和道德问题，包括物种歧视、对动物的伤害以及对生命何时开始的担忧。最终，是否提供或参与涉及无脊椎动物或未成熟脊椎动物的教育活动，是教育者、技术人员和学习者各自的个人决定，符合他们个人的信仰和价值观。任何人都不应该被迫从事违背自己意愿的活动。为这些出于良心拒服兵役者提供教育上健全的非动物替代品，实现同样的预期学习结果，是项目的义不容辞的责任。大量资源被分配到非动物技术的发展和研究中的新方法方法。有必要重新设想那些在教育中使用成本低或资源密集程度较低的方法。这需要重大的文化变革。共享这些教育资源的网络以及来自此类干预措施的数据正在形成。我们应该在全球范围内拥抱和发展这些倡议。

引用次数: 0

A thematic analysis on the critical thinking performance of the first-year Chinese undergraduates 中国一年级大学生批判性思维表现的专题分析

IF 4.5 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2026-06-01 Epub Date: 2025-11-15 DOI: 10.1016/j.tsc.2025.102065

Yan Sun

This paper aims to distill the critical thinking (CT) frame internalized by Chinese college students based on a thematic analysis on their CT performance. Research data show a CT frame comprised of four key dimensions in content which include: 1) quality of argument, 2) textual organization, 3) emotional factors, and 4) dialectical thinking, and a thinking mechanism of association. What’s more, the underlying cultural factors are discussed further to account for the cognitive orientation, elucidating the intellectual coherence between the frame and traditional Chinese thought in wenxue and holistic thinking mode. The research adds up to the existing literature in highlighting the gap in Chinese college students between their questioning spirit and cognitive skills, confirming their lack of analytic thought and specifying their cognitive orientation with empirical evidence, which in turn calls for pedagogical considerations in mediating cognitive processes which may not be operative in their frame, and qualitative improvement on the critical knowledge of Chinese teachers as well.

本文旨在通过对中国大学生批判性思维表现的专题分析，提炼出中国大学生的批判性思维内化框架。研究数据表明，CT框架在内容上包含四个关键维度：1)论证质量，2)文本组织，3)情感因素，4)辩证思维，以及联想思维机制。并进一步探讨其背后的文化因素，以解释其认知取向，阐明其框架与中国传统文学思想和整体思维模式之间的智力一致性。本研究与已有文献相结合，突出了中国大学生的质疑精神与认知技能之间的差距，证实了他们缺乏分析思维，并以经验证据明确了他们的认知取向，这反过来又要求教学考虑在其框架中可能不起作用的认知过程中进行调解，并对中国教师的批判性知识进行定性改进。

引用次数: 0

Navigating learning disruptions: The role of digital learning platforms in student motivation, feedback and emotion 导航学习中断：数字学习平台在学生动机、反馈和情绪中的作用

IF 10.5 1区教育学 Q1 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS

Computers & Education

Pub Date : 2026-06-01 Epub Date: 2025-12-12 DOI: 10.1016/j.compedu.2025.105534

Negar Monazam-Tabrizi , Yusuf Kurt , William il-Kuk Kang

Crises such as pandemics disrupt the motivational, feedback, and emotional processes that sustain effective learning. Digital learning platforms (DLPs) are often positioned as tools to maintain educational continuity, yet their associations with effective learning in disrupted contexts remains insufficiently understood. This study examines whether DLP use moderates the relationships between low motivation, insufficient feedback, negative emotions, and students' effective learning during crisis-driven remote education. Using a mixed-methods design, quantitative data from 216 UK university students were analysed using partial least squares structural equation modelling (PLS-SEM), and qualitative insights derived from open-ended questionnaire responses were analysed using thematic analysis. Findings indicate that diminished motivation, inadequate feedback, and negative emotions are negatively associated with learning effectiveness during crises. While DLP use was positively associated with effective learning, it did not significantly moderate the relationships between low motivation, insufficient feedback, negative emotions, and students’ effective learning. Qualitative insights suggest that more favourable learner experiences occur when technological affordances are aligned with instructional design, instructor presence and emotional support. The study points to the value of incorporating motivation-enhancing strategies, personalised feedback and affective support within digital learning environments. It contributes to digital pedagogy by highlighting that DLPs relate more strongly to effective learning when their features are integrated with coherent pedagogical design, meaningful social interaction and emotionally supportive practices. These insights extend beyond crisis contexts and offer guidance for designing resilient, inclusive, and human-centred digital learning systems.

流行病等危机破坏了维持有效学习的动机、反馈和情感过程。数字学习平台（dlp）通常被定位为维持教育连续性的工具，但它们与中断环境中有效学习的关系仍未得到充分理解。本研究旨在探讨在危机驱动的远程教育中，使用DLP是否能调节低动机、反馈不足、负面情绪与学生有效学习之间的关系。采用混合方法设计，使用偏最小二乘结构方程模型（PLS-SEM）分析了来自216名英国大学生的定量数据，并使用主题分析分析了来自开放式问卷回答的定性见解。研究结果表明，在危机期间，动机减弱、反馈不足和消极情绪与学习效率呈负相关。使用DLP与有效学习呈正相关，但对低动机、反馈不足、消极情绪与学生有效学习之间的关系没有显著调节作用。定性分析表明，当技术支持与教学设计、教师在场和情感支持相结合时，会出现更有利的学习者体验。该研究指出了在数字学习环境中结合激励增强策略、个性化反馈和情感支持的价值。它强调了当dlp的特点与连贯的教学设计、有意义的社会互动和情感支持实践相结合时，dlp与有效学习的关系更强，从而有助于数字教学法。这些见解超越了危机背景，为设计有弹性、包容和以人为本的数字学习系统提供了指导。

{"title":"Navigating learning disruptions: The role of digital learning platforms in student motivation, feedback and emotion","authors":"Negar Monazam-Tabrizi , Yusuf Kurt , William il-Kuk Kang","doi":"10.1016/j.compedu.2025.105534","DOIUrl":"10.1016/j.compedu.2025.105534","url":null,"abstract":"<div><div>Crises such as pandemics disrupt the motivational, feedback, and emotional processes that sustain effective learning. Digital learning platforms (DLPs) are often positioned as tools to maintain educational continuity, yet their associations with effective learning in disrupted contexts remains insufficiently understood. This study examines whether DLP use moderates the relationships between low motivation, insufficient feedback, negative emotions, and students' effective learning during crisis-driven remote education. Using a mixed-methods design, quantitative data from 216 UK university students were analysed using partial least squares structural equation modelling (PLS-SEM), and qualitative insights derived from open-ended questionnaire responses were analysed using thematic analysis. Findings indicate that diminished motivation, inadequate feedback, and negative emotions are negatively associated with learning effectiveness during crises. While DLP use was positively associated with effective learning, it did not significantly moderate the relationships between low motivation, insufficient feedback, negative emotions, and students’ effective learning. Qualitative insights suggest that more favourable learner experiences occur when technological affordances are aligned with instructional design, instructor presence and emotional support. The study points to the value of incorporating motivation-enhancing strategies, personalised feedback and affective support within digital learning environments. It contributes to digital pedagogy by highlighting that DLPs relate more strongly to effective learning when their features are integrated with coherent pedagogical design, meaningful social interaction and emotionally supportive practices. These insights extend beyond crisis contexts and offer guidance for designing resilient, inclusive, and human-centred digital learning systems.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"246 ","pages":"Article 105534"},"PeriodicalIF":10.5,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145730839","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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

Fostering thinking skills: Transitioning from routine to creative design spaces 培养思维技能：从常规到创意设计空间的过渡

IF 4.5 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2026-06-01 Epub Date: 2025-10-30 DOI: 10.1016/j.tsc.2025.102048

Yi-Teng Shih, Luqian Wang, Chun Wang To

Many empirical studies on creativity focus on designers’ cognitive design processes. However, the existing research on design creativity outcomes does not provide sufficient information. This study addresses this gap by investigating the characteristics of award-winning student designs, which represent a recognized standard of creative excellence. Employing an inductive methodology, this research analyzed expert evaluations of student design work. A rigorous inductive thematic analysis, using a dual-coder protocol, was performed on 353 creative characteristics identified by experts across 100 assessments. This analysis yielded three primary variables for defining creative design outcomes: Aesthetic, Usability, and Impact. These variables were integrated into a visual pedagogical model adapted from Gero’s creative design space model. In a practical application of this framework, student participants subsequently secured 23 international design awards (e.g., Red Dot Award, European Product Design Award) between 2021 and 2024. The results indicate that the proposed model is an effective tool for enhancing student design creativity, team communication, and confidence. This research contributes a validated, outcome-oriented framework for design education, offering a structured approach for cultivating and assessing high-level design innovation.

许多关于创造力的实证研究关注的是设计师的认知设计过程。然而，现有的关于设计创意结果的研究并没有提供足够的信息。本研究通过调查获奖学生设计的特征来解决这一差距，这些设计代表了公认的卓越创意标准。本研究采用归纳方法，分析了专家对学生设计作品的评价。采用双编码协议，对专家在100项评估中确定的353个创意特征进行了严格的归纳主题分析。这种分析产生了定义创造性设计结果的三个主要变量：美学、可用性和影响。这些变量被整合到一个视觉教学模型中，该模型改编自Gero的创意设计空间模型。在该框架的实际应用中，学生参与者随后在2021年至2024年期间获得了23个国际设计奖（例如红点奖，欧洲产品设计奖）。研究结果显示，本模型是提升学生设计创意、团队沟通及自信心的有效工具。本研究为设计教育提供了一个有效的、以结果为导向的框架，为培养和评估高层次的设计创新提供了一个结构化的方法。

{"title":"Fostering thinking skills: Transitioning from routine to creative design spaces","authors":"Yi-Teng Shih, Luqian Wang, Chun Wang To","doi":"10.1016/j.tsc.2025.102048","DOIUrl":"10.1016/j.tsc.2025.102048","url":null,"abstract":"<div><div>Many empirical studies on creativity focus on designers’ cognitive design processes. However, the existing research on design creativity outcomes does not provide sufficient information. This study addresses this gap by investigating the characteristics of award-winning student designs, which represent a recognized standard of creative excellence. Employing an inductive methodology, this research analyzed expert evaluations of student design work. A rigorous inductive thematic analysis, using a dual-coder protocol, was performed on 353 creative characteristics identified by experts across 100 assessments. This analysis yielded three primary variables for defining creative design outcomes: Aesthetic, Usability, and Impact. These variables were integrated into a visual pedagogical model adapted from Gero’s creative design space model. In a practical application of this framework, student participants subsequently secured 23 international design awards (e.g., Red Dot Award, European Product Design Award) between 2021 and 2024. The results indicate that the proposed model is an effective tool for enhancing student design creativity, team communication, and confidence. This research contributes a validated, outcome-oriented framework for design education, offering a structured approach for cultivating and assessing high-level design innovation.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"60 ","pages":"Article 102048"},"PeriodicalIF":4.5,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145442522","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

首页上一页

下一页尾页

类型

教育学最新文献

全部化学•材料生命科学医学物理工程技术环境•农林材料科学地球科学法学管理学化学环境科学与生态学计算机科学教育学经济学农林科学人文科学生物学数学物理与天体物理心理学综合性期刊其他工业工程理学历史学农学文学信息工程

数据库

全部 ACS Publications Elsevier ieeexplore Springer The Royal Society of Chemistry Wiley

期刊

全部 CHEM EDUC RES PRACT Anat. Sci. Educ. Sci. Edu. Biochem. Mol. Biol. Educ. 中国临床心理学杂志中国心理卫生杂志 COMPUT EDUC Educ Res Early Education and Development Gender and Education HEMATOL-AM SOC HEMAT INT J EDUC TECHNOL H Int. J. Perform. Anal. Sport International Journal of Science and Mathematics Education Intervention in School and Clinic 重庆理工大学学报(自然科学版) Journal of Computing in Higher Education Journal of College Student Development 广州大学学报(综合版) 湖北第二师范学院学报湖北理工学院学报嘉应学院学报东北农业大学学报 journal of physical education 山东工业大学学报(社会科学版) Journal of Teacher Education 天津职业院校联合学报云南财经大学学报 Med. Educ. MED TEACH 实验室研究与探索 Review of Educational Research Revista De Educacion 科技视界体育科技上海精神医学 Teaching in Higher Education 大学化学 Urban Education Analysis in Theory and Applications Aera Open ECNU Review of Education Regional Sustainability Innovation (Camb) Curriculum Matters Studies in Higher Education E-Learning Cadmo Transcultural Studies Zeitschrift Fur Soziologie Der Erziehung Und Sozialisation Chinese Journal of Applied Linguistics Kedi Journal of Educational Policy Revista Latinoamericana De Investigacion En Matematica Educativa-Relime English in Australia Croatian Journal of Education-Hrvatski Casopis Za Odgoj I Obrazovanje Journal of Continuing Higher Education English in Education Journal of Professional Capital and Community Education As Change Frontiers of Education in China International Journal for Lesson and Learning Studies Knowledge Management & E-Learning-An International Journal Australian Journal of Adult Learning South African Journal for Research in Sport Physical Education and Recreation Ride-The Journal of Applied Theatre and Performance Ried-Revista Iberoamericana De Educacion a Distancia English Teaching-Practice and Critique Revista Espanola De Pedagogia Journal of Beliefs & Values-Studies in Religion & Education Innovation in Language Learning and Teaching International Journal of Art & Design Education Irish Educational Studies Literacy Vocations and Learning PAEDAGOGICA HISTORICA High Ability Studies Movimento British Journal of Religious Education Zeitschrift Fur Padagogik Journal of Baltic Science Education J Spec Educ Technol Ensenanza De Las Ciencias Early Years (Stoke-on-Trent) International Journal of Music Education Research in Science & Technological Education Exceptionality Educacion Xx1 Educational Assessment Evaluation and Accountability Australian Journal of Education Journal of Agricultural Education & Extension Australasian Journal of Early Childhood Studies in Continuing Education Music Education Research Math. Thinking Learn. Theory and Research in Social Education Learning Culture and Social Interaction Education Finance and Policy History of Education Teaching Sociology Sport Exercise Perform. Psychol.

﹀