Thinking Skills and Creativity最新文献

Integrated STEM-based mathematical problem-solving skills of students: The role of prior mathematical knowledge and text comprehension skills 基于stem的学生综合数学问题解决能力：先验数学知识和文本理解能力的作用

IF 4.5 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2026-01-24 DOI: 10.1016/j.tsc.2026.102149

Ijtihadi Kamilia Amalina , Tibor Vidákovich , Aigul Akhmetova , Peter Brečka

Success in mathematical problem-solving integrating Science, Technology, Engineering, and Mathematics (STEM) depends on students’ knowledge of mathematical concepts and their understanding of task situations. However, the influence of these skills may vary depending on item difficulty and students’ levels of prior mathematical knowledge and text comprehension skills. This study aims to investigate the characteristics of integrated STEM-based mathematical problem-solving items and explore how differences in students’ prior mathematical knowledge, text comprehension skills, and item difficulty levels relate to their performance on such tasks. A total of 1067 Indonesian middle school students participated in this study through tests. Data were analyzed using Rasch analysis, one-way ANOVA, and multiple linear regression. The results revealed that items involving complex language and mathematics concept, particularly those requiring applications, were categorized as difficult. Additionally, students with high or very high levels of both prior mathematical knowledge and text comprehension skills were more impacted by their text comprehension skills when solving problems of varying difficulty. In contrast, students with lower levels of prior mathematical knowledge relied more on their mathematical knowledge in solving those problems. These results have implications for designing interventions and tasks that consider about problem characteristics, students ability levels, and the differential impact of these abilities on problem-solving performance.

在综合科学、技术、工程和数学（STEM）的数学问题解决中取得成功取决于学生对数学概念的知识和对任务情境的理解。然而，这些技能的影响可能会因项目难度和学生的先验数学知识水平和文本理解能力而异。本研究旨在探讨基于stem的综合数学问题解决项目的特点，并探讨学生的先验数学知识、文本理解能力和项目难度水平的差异与他们在这些任务上的表现之间的关系。通过测试，共有1067名印尼中学生参与了本研究。数据分析采用Rasch分析、单因素方差分析和多元线性回归。结果显示，涉及复杂语言和数学概念的项目，特别是需要应用的项目被归类为困难项目。此外，在解决不同难度的问题时，具有较高或非常高先验数学知识和文本理解能力的学生更容易受到文本理解能力的影响。相比之下，先前数学知识水平较低的学生更多地依赖于他们的数学知识来解决这些问题。这些结果对设计考虑问题特征、学生能力水平以及这些能力对解决问题表现的不同影响的干预措施和任务具有启示意义。

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引用次数: 0

Integrating unplugged computational thinking activities into elementary social studies education: A framework for pre-service teacher training 将不插电式计算思维活动融入基础社会研究教育：职前教师培训的框架

IF 4.5 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2026-01-22 DOI: 10.1016/j.tsc.2026.102148

Esra Özcan, Tülin Haşlaman

Unplugged computational thinking activities offer a cost-effective and accessible method for teaching computational thinking skills without relying on computers. These activities use hands-on, interactive approaches, such as puzzles, games, storytelling, and role-playing, to introduce critical computational concepts like abstraction, algorithms, decomposition, and pattern recognition. This study explores the integration of such activities into elementary social studies education. An 8-week program with 28 pre-service teachers was conducted, including hands-on activities and lesson plan development. At the end of the implementation, pre-service teachers were asked to prepare lesson plans integrating unplugged computational thinking (CT) into social studies lessons, and semi-structured interviews were conducted with 12 volunteer pre-service teachers. The findings from the lesson plans demonstrated that the pre-service teachers successfully integrated unplugged CT into social studies lessons. The data obtained from the semi-structured interviews revealed that these activities promoted problem-solving, critical thinking, and deeper engagement with social studies content. This study contributes to the limited research on computational thinking in social studies education by providing a replicable framework for interdisciplinary practices and encouraging educators to integrate computational thinking into social studies to enrich students' overall learning experiences.

不插电计算思维活动为教授计算思维技能提供了一种成本效益高、易于获取的方法，无需依赖计算机。这些活动使用动手的、交互的方法，比如谜题、游戏、讲故事和角色扮演，来引入关键的计算概念，比如抽象、算法、分解和模式识别。本研究旨在探讨如何将这些活动融入基础社会教育。28名职前教师参与了为期8周的项目，包括实践活动和课程计划的制定。在实施结束时，要求职前教师准备将不插电计算思维（CT）融入社会研究课程的教案，并对12名志愿职前教师进行了半结构化访谈。课程计划的调查结果表明，职前教师成功地将不插电CT整合到社会研究课程中。从半结构化访谈中获得的数据显示，这些活动促进了解决问题、批判性思维和更深入地参与社会研究内容。本研究为跨学科实践提供了一个可复制的框架，并鼓励教育工作者将计算思维融入社会研究，以丰富学生的整体学习体验，从而弥补了社会研究教育中计算思维研究的不足。

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引用次数: 0

Construction and practice of design-based learning model for cultivating creative thinking: A case study of STEM courses in junior high school 基于设计的创造性思维培养学习模式的构建与实践——以初中STEM课程为例

IF 4.5 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2026-01-20 DOI: 10.1016/j.tsc.2026.102147

Jie Xu , Xuechun Ma , Xianlong Xu , Yan Li

Creative thinking is a core competency for cultivating innovative talents in the 21st century. Design-based learning (DBL), an emerging instructional model, emphasizes iterative project refinement through student-driven inquiry and design, thereby fostering the construction of meaningful knowledge. Although previous research has demonstrated the potential of the DBL model to enhance students’ creative thinking, clear and systematic procedures for implementing DBL in middle school contexts remain insufficiently specified. To address these gaps, this study first constructed a preliminary DBL model aimed at fostering creative thinking. The final DBL model was empirically derived from two rounds of practice in the STEM course at L Middle School in China. A mixed-method approach was employed to examine how the proposed DBL model supported students’ learning performance, digital works, creative thinking, and learning experiences across the two rounds of activities. The results demonstrated a marked improvement in the creativity of students’ digital work, accompanied by progressive improvement in learning performance and a significant increase in creative thinking skills. Furthermore, student feedback indicated a strong preference for the DBL model and a belief in its effectiveness in nurturing their creative thinking. This case study provided both a validated practical instructional model and conceptual insights for developing DBL to cultivate students’ creative thinking in K-12 education.

创造性思维是培养21世纪创新型人才的核心能力。基于设计的学习（DBL）是一种新兴的教学模式，强调通过学生驱动的探究和设计来迭代项目的细化，从而促进有意义知识的构建。虽然以前的研究已经证明了DBL模式在提高学生创造性思维方面的潜力，但在中学背景下实施DBL的清晰和系统的程序仍然不够明确。为了解决这些问题，本研究首先构建了一个旨在培养创造性思维的初步DBL模型。最终的DBL模型是在中国L中学STEM课程的两轮实践中得出的。采用混合方法研究DBL模型如何在两轮活动中支持学生的学习表现、数字作品、创造性思维和学习体验。结果表明，学生在数字作业方面的创造力有了显著提高，同时学习成绩也有了逐步改善，创造性思维能力也有了显著提高。此外，学生的反馈表明，他们对DBL模式有强烈的偏好，并相信它在培养他们的创造性思维方面是有效的。本案例研究为在中小学教育中发展DBL培养学生创造性思维提供了一个经过验证的实践教学模式和概念见解。

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引用次数: 0

Development and validation of a preformal test for mathematical proof competence 开发和验证数学证明能力的预形式测试

IF 4.5 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2026-01-19 DOI: 10.1016/j.tsc.2026.102139

Xenia Stein , Katerina Tsarava , Benjamin Goecke

Proving is a core part of mathematics, prompting educators to push for earlier inclusion in curricula. Thus, an appropriate test for proof competence is needed already at the primary school level. The Preformal Proving Test (PfPT), introduced here, is an online assessment covering proof in Boolean Logic, Set Theory, and Elementary Number Theory. Designed without formal language and prior knowledge requisites, it ensures accessibility for children. We present the findings from two studies: an online pilot study (n = 409, 42% identifying as female;

M_{a g e}

= 9.28, SD = .67) and an on-site validation study (n=180, 36% identifying as female;

M_{a g e}

= 9.80, SD = .63) examining internal consistency, factor structure, and validity measures like reasoning and intelligence. Results showed diverse item difficulty and promising psychometrics that merit further investigation. Given the PfPT’s ease of administration in online and classroom settings, it is a valuable tool for future primary math research.

证明是数学的核心部分，这促使教育工作者更早地将其纳入课程。因此，已经需要在小学一级进行适当的能力证明测试。这里介绍的预形式化证明测试（PfPT）是一个在线评估，涵盖布尔逻辑，集合论和初等数论的证明。它的设计没有正式的语言和先验知识的要求，确保了儿童的可访问性。我们介绍了两项研究的结果：一项是在线试点研究（n= 409, 42%的人认为自己是女性；Mage= 9.28, SD = 0.67），另一项是现场验证研究（n=180, 36%的人认为自己是女性；Mage= 9.80, SD = 0.63），研究了内部一致性、因素结构以及推理和智力等效度指标。结果显示不同的项目难度和有希望的心理测量值值得进一步研究。鉴于PfPT在在线和课堂环境中易于管理，它是未来小学数学研究的一个有价值的工具。

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引用次数: 0

An observational study on how teachers support students’ creativity: The role of subject, lesson type, and classroom climate 教师如何支持学生创造力的观察研究：学科、课程类型和课堂气氛的作用

IF 4.5 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2026-01-19 DOI: 10.1016/j.tsc.2026.102146

Jacek Gralewski, Aleksandra Gajda, Ewa Wiśniewska

The aim of this study was to investigate how teachers support students’ creativity during lessons and which factors determine the frequency of such behaviors. The observational study involved 12 teachers from six schools who taught mathematics and students’ first language in classes characterized by different levels of creativity-supportive climate. The results indicate that the most frequently observed teacher behaviors were those related to valuing students’ creative ideas and supporting students’ independence. Slightly less frequent were behaviors fostering schematic thinking and supporting students’ openness. In contrast, the least frequently observed behaviors were those focused on building students’ belief in their creative abilities and stimulating their creative potential. Behaviors aimed at supporting students’ openness and stimulating creative abilities were most frequently observed during lessons devoted to introducing new material, whereas behaviors aimed at fostering schematic thinking in students and valuing students’ creative ideas were most frequently observed during lessons focused on consolidating and reviewing material. Moreover, teacher behaviors oriented towards fostering schematic thinking were observed significantly more often in mathematics lessons than in native language lessons. The findings confirm the presence of teacher behaviors aimed at supporting students’ creativity during typical mathematics and native language lessons, and highlight their role in the learning process, particularly in the context of introducing new material.

本研究的目的是探讨教师如何在课堂上支持学生的创造力，以及哪些因素决定了这种行为的频率。这项观察性研究涉及来自六所学校的12名教师，他们在不同程度的创造力支持氛围的课堂上教授数学和学生的母语。结果表明，教师行为中最常观察到的是重视学生创意和支持学生独立的行为。培养图式思维和支持学生开放性的行为略少。相比之下，最不常被观察到的行为是那些专注于建立学生对自己创造能力的信念和激发他们的创造潜力的行为。在介绍新材料的课程中，以支持学生的开放性和激发学生的创新能力为目的的行为最常被观察到，而在巩固和复习材料的课程中，以培养学生的图式思维和重视学生的创意为目的的行为最常被观察到。此外，教师倾向于培养图式思维的行为在数学课上明显多于在母语课上。研究结果证实，在典型的数学和母语课程中，教师的行为旨在支持学生的创造力，并强调了他们在学习过程中的作用，特别是在引入新材料的背景下。

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引用次数: 0

Cultivating thinking skills and computational thinking in higher education: A case-based decision-support model from Taiwan 高等教育中思维能力与计算思维的培养：基于台湾案例的决策支持模式

IF 4.5 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2026-01-18 DOI: 10.1016/j.tsc.2026.102143

Shih-Jui Chang , Chin-Tsai Lin , Yung-Hui Chen

In response to curriculum reforms emphasizing computational thinking (CT) as a core 21st-century competence, this research addresses persistent challenges in developing students’ higher-order thinking skills through programming education. Despite the growing recognition of CT’s role in fostering creativity, problem-solving, and critical thinking, many instructors still lack a coherent pedagogical framework, leading to inconsistent learning outcomes. This paper presents an assessment-driven, case-based model for cultivating CT and related thinking skills in an introductory programming course. By integrating an international certification examination with a multi-criteria decision-making approach via Decision-Making Trial and Evaluation Laboratory (DEMATEL), Analytic Network Process (ANP), and Semantic Structure Analysis (SSA), the study identifies the most influential cognitive dimensions in CT development. Findings reveal that conceptual knowledge exerts the strongest causal influence, while problem-solving is the most interconnected and central dimension. Confidence disparities also emerge among non-computer science majors, particularly in decision-making, looping, and modularity. The proposed model contributes actionable insights for educators and curriculum designers, offering a structured pathway to enhance students’ creativity, critical thinking, and problem-solving skills within diverse higher education contexts.

为了应对强调计算思维（CT）是21世纪核心能力的课程改革，本研究解决了通过编程教育培养学生高阶思维技能的持续挑战。尽管人们越来越认识到CT在培养创造力、解决问题和批判性思维方面的作用，但许多教师仍然缺乏连贯的教学框架，导致学习成果不一致。本文提出在程式设计入门课程中，以评估为导向、以案例为基础的模式，培养电脑认知能力及相关的思考技巧。通过将国际认证考试与决策试验和评估实验室（DEMATEL）、分析网络过程（ANP）和语义结构分析（SSA）的多标准决策方法相结合，该研究确定了CT发展中最具影响力的认知维度。研究结果表明，概念知识的因果影响最强，而解决问题的因果影响是最相互关联和最核心的维度。在非计算机科学专业的学生中也出现了信心差异，特别是在决策、循环和模块化方面。该模型为教育工作者和课程设计师提供了可操作的见解，提供了一个结构化的途径，以提高学生在不同高等教育背景下的创造力、批判性思维和解决问题的能力。

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引用次数: 0

Integrating visible thinking routines into an EFL writing class to scaffold and foster critical thinking and writing 将可见的思维习惯融入英语写作课堂，培养批判性思维和写作能力

IF 4.5 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2026-01-17 DOI: 10.1016/j.tsc.2026.102141

Chi-An Jennifer Tung

Critical thinking (CT) plays a vital role in helping EFL writers develop, refine, and elaborate their ideas throughout the complex process of writing. However, fostering CT in Confucian Heritage EFL writing classrooms remains a persistent challenge. To address this issue and improve students’ writing performance, this mixed-methods study implemented an instructional design that integrated Visible Thinking Routines (VTRs) from Harvard Project Zero into a semester-long writing curriculum. The participants were 15 second-year university students in Taiwan. Data were collected through seven instruments, including three quantitative measures and four qualitative sources. Quantitative findings showed significant gains in four CT categories—clarity, relevance, depth, and logic—as well as improvements in students’ content development and language use. Qualitative analyses revealed four themes illustrating how VTRs mediated students’ CT and writing performance over time, along with three facilitating and two constraining factors that impacted CT development and writing outcomes. The study concludes with pedagogical implications for instructional design and offers directions for future research on CT, VTRs, and EFL writing.

批判性思维（CT）在帮助英语写作者在整个复杂的写作过程中发展、完善和阐述他们的想法方面起着至关重要的作用。然而，在儒家传统英语写作课堂中培养CT仍然是一个持久的挑战。为了解决这个问题并提高学生的写作表现，这项混合方法的研究实施了一种教学设计，将哈佛零项目中的可见思维例程（vts）整合到一个学期的写作课程中。参与者是15名台湾大学二年级的学生。数据收集通过七个工具，包括三个定量措施和四个定性来源。定量研究结果显示，在四个CT类别——清晰度、相关性、深度和逻辑性——以及学生的内容开发和语言使用方面取得了显著进步。定性分析揭示了四个主题，说明了vtr如何随着时间的推移调节学生的CT和写作表现，以及影响CT发展和写作结果的三个促进因素和两个制约因素。本研究总结了教学设计的教学意义，并为今后CT、vtr和英语写作的研究提供了方向。

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引用次数: 0

Technology-enhanced creativity and entrepreneurship curricula in higher education: Systematic review from the perspective of self-determination theory 高等教育科技创新创业课程：自我决定理论视角下的系统回顾

IF 4.5 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2026-01-17 DOI: 10.1016/j.tsc.2026.102144

Xintong Li , Xiaojing Weng , Qing Qu

Given the widespread application of educational technology and the changing demands for entrepreneurship driven by socio-economic development, higher education faces the need for reform and evolution in entrepreneurship education. Currently, researchers are utilising technologies to design entrepreneurship curricula for achieving various learning objectives in entrepreneurship education. Although research focusing on the impact of technology on students’ abilities and performance is common, there is little research that particularly investigates how to utilise technology to design entrepreneurship curricula that meet students’ specific psychological needs and integrate creative skills into the outcomes of the curricula. To fill this research gap, we selected 30 empirical studies for a literature review analysis and employed Self-Determination Theory as the framework to examine how the design of technology-enhanced entrepreneurship curricula meets students’ basic psychological needs, and to explore the impact of such curriculum design on students’ creativity and entrepreneurship development. The research findings indicate that technology-enhanced entrepreneurship curricula can meet students’ needs for autonomy, competence, and relatedness in different ways. These curricula are designed to effectively enhance students’ enthusiasm, motivation, and attitudes towards entrepreneurship, strengthen their willingness to start a business, and equip them with a range of entrepreneurial skills. Meanwhile, they stimulate students’ creativity and promote a tendency towards entrepreneurship. Our research findings also present challenges of technology-enhanced entrepreneurship curricula regarding students’ participation in learning and digital literacy. We proposed valuable insights for improving business practices in technology-enhanced entrepreneurship curricula.

随着教育技术的广泛应用和社会经济发展对创业需求的不断变化，高等教育面临着创业教育改革与发展的需要。目前，研究人员正在利用技术手段设计创业课程，以实现创业教育中的各种学习目标。尽管关注技术对学生能力和表现影响的研究很常见，但很少有研究专门调查如何利用技术设计创业课程，以满足学生的特定心理需求，并将创造性技能融入课程成果中。为了填补这一研究空白，我们选取了30项实证研究进行文献回顾分析，并以自我决定理论为框架，考察技术增强型创业课程设计如何满足学生的基本心理需求，探讨技术增强型创业课程设计对学生创造力和创业能力发展的影响。研究发现，科技型创业课程能够以不同的方式满足学生的自主性、胜任性和关联性需求。这些课程旨在有效提高学生对创业的热情、动力和态度，增强他们创业的意愿，并为他们提供一系列创业技能。同时，它们激发了学生的创造力，促进了创业的倾向。我们的研究结果也提出了技术增强创业课程在学生参与学习和数字素养方面的挑战。我们为改进技术增强型创业课程中的商业实践提出了有价值的见解。

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引用次数: 0

Uniquely supportive: The relationship between exposure to creative coursework and sense of belonging in higher education 独特的支持：在高等教育中接触创造性课程和归属感之间的关系

IF 4.5 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2026-01-17 DOI: 10.1016/j.tsc.2026.102145

Angie L. Miller

Recent years have seen growing interest in fostering student creativity in higher education, with creative thinking increasingly recognized as a key learning outcome. Prior research links creative coursework to skills confidence and student engagement. Simultaneously, sense of belonging has emerged as a factor influencing motivation, academic success, and retention. This empirical study explores the relationship between exposure to creative coursework and sense of belonging among university seniors, using 2022 data from the National Survey of Student Engagement (NSSE). The sample included 21,651 seniors from 105 U.S. institutions. An “Exposure to Creative Coursework” scale was derived from four items assessing the extent to which students engaged in idea generation, risk-taking, problem-solving, and unconventional thinking. The outcome variable was a “Sense of Belonging” scale, with demographic characteristics and other student engagement scales included as control variables. An Ordinary Least Squares regression revealed that exposure to creative coursework significantly and positively predicts sense of belonging, even after accounting for student demographics and other engagement scales. The full model explained 47.4% of the variance in Sense of Belonging. Demographics explained 8.9%, student engagement explained the most at 37.9%, and Exposure to Creative Coursework contributing a more modest but significant portion at 0.6% (β = 0.096). These findings add nuance to the role of creativity in higher education, extending beyond cognitive outcomes to affective experiences like belonging. They support the integration of creative elements into curricula and future research should further explore the potential contributions of creativity in shaping inclusive, engaging academic environments.

近年来，高等教育越来越关注培养学生的创造力，创造性思维越来越被认为是一项关键的学习成果。先前的研究将创造性课程与技能、信心和学生参与度联系起来。同时，归属感已经成为影响动机、学业成功和留校的一个因素。本实证研究利用2022年全国学生参与调查（NSSE）的数据，探讨了大学高年级学生接触创造性课程与归属感之间的关系。样本包括来自美国105所大学的21,651名高年级学生。“接触创造性课程”量表由四个项目组成，评估学生参与创意产生、冒险、解决问题和非常规思维的程度。结果变量是“归属感”量表，人口统计学特征和其他学生参与量表作为控制变量。普通最小二乘回归显示，即使在考虑了学生人口统计和其他参与尺度之后，接触创造性课程也能显著且积极地预测归属感。完整的模型解释了47.4%的归属感方差。人口统计数据解释了8.9%，学生参与度解释了37.9%，接触创造性课程贡献了更小但重要的部分，占0.6% （β = 0.096）。这些发现为创造力在高等教育中的作用增添了细微差别，超越了认知结果，延伸到了归属感等情感体验。他们支持将创造性元素整合到课程中，未来的研究应进一步探索创造性在塑造包容、吸引人的学术环境方面的潜在贡献。

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引用次数: 0

Exploring the impact of an intervention on fostering mathematical creativity 探索干预对培养数学创造力的影响

IF 4.5 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2026-01-16 DOI: 10.1016/j.tsc.2026.102142

Maria Kattou, Constantinos Christou, Demetra Pitta-Pantazi

This study presents the design and implementation of an intervention program and evaluates its effectiveness in enhancing and sustaining mathematical creativity among elementary school students across an extended temporal period. Forty-eight 4^th-6^th graders organized into two groups participated in the present study. Twenty-four students participated in the intervention program (Experimental Group), and the other 24 students did not receive additional instruction in mathematical creativity (Control Group). A mathematical creativity test measuring fluency, flexibility, and originality was administered to all students before (pre-test) and after (post-test) the intervention. One month after the intervention’s completion, the same test was administered to Experimental Group participants (retention test) to evaluate whether the acquired creative dimensions were sustained over time. MANCOVA analysis revealed that the Experimental Group demonstrated significantly greater improvement in fluency, flexibility, and originality compared to the Control Group. Additionally, a repeated measures MANOVA analysis confirmed that gains in fluency and flexibility were maintained during the post-intervention period, while originality continued to demonstrate enhancement. The findings of the present study suggest that intervention programs possess the potential to enhance mathematical creativity among elementary school students and generate a sustained impact on students’ ability to provide original solutions.

本研究提出一项干预计划的设计与实施，并评估其在一段较长时间内提高和维持小学生数学创造力的有效性。48名4 -6年级的学生被分成两组参加了本研究。24名学生参加了干预计划（实验组），另外24名学生没有接受额外的数学创造力指导（对照组）。在干预前（测试前）和后（测试后）对所有学生进行数学创造力测试，以测量流利性、灵活性和独创性。干预结束一个月后，对实验组参与者进行相同的测试（保留测试），以评估获得的创造性维度是否持续一段时间。MANCOVA分析显示，实验组在流畅性、灵活性和独创性方面比对照组有更大的提高。此外，重复测量方差分析证实，在干预后期间，流利性和灵活性保持了增长，而独创性继续表现出增强。本研究结果表明，干预方案具有提高小学生数学创造力的潜力，并对学生提供原创解决方案的能力产生持续的影响。

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引用次数: 0