Thinking Skills and Creativity最新文献

The aim of this study is to develop "Teaching Practices to Improve Thinking Skills Based on an Interdisciplinary Approach (PTSIA)" and to examine its effect on creative thinking and critical thinking skills of gifted fifth-grade students. This study used explanatory sequential design, which is a mixed research method that combines quantitative and qualitative research techniques. The study group of the research consisted of 62 gifted fifth grade students. For the students in the experimental group, the activities in accordance with the results prepared for the PTSIA for the students in the experimental group were carried out for a total of 45 h, 3 h per week during the extracurricular hours. The study used both quantitative and qualitative data analysis techniques. Quantitative data were analysed using the independent samples t-test, which is one of the relational statistics based on the comparison of two variables, experimental and control groups, and Cohen d values were calculated to determine the effect size. Qualitative data were analysed using descriptive and content analysis. It was concluded that the PTSIA prepared with the research were effective in developing creative and critical thinking skills, which are among the high-level thinking skills of gifted students. The applications were found to be beautiful, interesting, intriguing, and exciting by the students. It was concluded that teachers had positive opinions about the practices. Based on the results obtained from this study, the use of an interdisciplinary approach in teaching practices aimed at developing students' thinking skills will facilitate the acquisition of cognitive thinking abilities and their application to daily life. This approach will enable students to more clearly perceive the relationships between events, facts, and ideas, and learn to establish deeper connections between them by integrating various disciplines and perspectives.

Remixing is a balance between imitation and originality, which gets a lot of attention as an important source of creative behaviors. Exploring the relationship between the Scratch project and its remix would provide a new perspective for understanding users’ creative behaviors. To this end, this study used 20 projects and their 957 remixes as samples to analyze creative behavior in Scratch through quantitative statistics and correlation analysis. Three research questions are addressed: (1) What creative levels are there among the remixes? (2) What relationships are there between the project and its remixes? and (3) What creative trends are there indicated in the remixes? The main results are concluded as follows. First, four creative levels of remixes based on the SOLO taxonomy are found, including feature change, appearance change, element creation, and structure creation. Feature change has the highest sum of remixes, which indicates that most remixes are at a low creative level. Second, the internal characteristics of projects are related to the lower creative level of remix, while the external characteristics are attached to the higher creative level of remix. Finally, the two-level, three-level, and four-level iteration chain of remixes are found, in which remixes with high creativity is more likely to inspire remixes with lower or equal creativity. Based on these results, suggestions for further research and improvement are discussed. This study has important implications for understanding the creative level of remix among users in programming community and guiding users to make valuable remixes.

The Dunning-Kruger effect refers to the tendency of unskilled individuals to overestimate their abilities while skilled individuals tend to underestimate themselves. The purpose of this study is to investigate the existence of the Dunning-Kruger effect in creativity and identify its key determinants. Using the cue-utilization framework, we explored how inaccurate metacognitive judgments result from creative self-concept, compared to those who can accurately evaluate themselves. Two hundred and ten university students completed an Alternative Uses Task (AUT) and evaluated their performance with self- and comparative judgments, then they reported the creative self-concept. The study conducted a two-step clustering analysis based on individuals' creative performance, judgments, and Bias Index of metacognitive judgments, and identified four distinct groups: 'skilled but underestimate' (SU group), 'unskilled but aware' (UA group), 'skilled and aware' (SA group), and 'unskilled and overestimate' (UO group). The SU and UO groups were typical examples of the Dunning-Kruger effect. Using binary logistic regression analysis, we found that high creative self-concept enabled skilled individuals to assess their creativity accurately, while it caused unskilled individuals to overestimate their creativity. This study identified the Dunning-Kruger effect in creativity while also offering new insights into the underlying mechanism of the Dunning-Kruger effect.

Enhancing creativity among educators has emerged as a crucial aspect of contemporary education. The emergence of artificial intelligence (AI) chatbots such as ChatGPT, renowned for its advanced language generation capabilities and interactive conversational interface, presents a promising opportunity to support teachers in their creativity pursuits. While interest in ChatGPT for educational applications is rising, there is a lack of empirical research exploring its effectiveness in fostering teacher creativity. Therefore, this timely study aims to fill this gap by investigating the efficacy of ChatGPT in facilitating creativity, particularly among English as a foreign (EFL) teachers. A total of twenty-nine teachers enrolled in a post-graduate program participated in the study. Conducting an inductive content analysis, teachers’ ChatGPT inquiry threads, lesson plans, written reflections, and responses to an open-ended survey were analysed. The analysis revealed that ChatGPT enabled teachers to (a) seek for novel perspectives, (b) explore multiple ideas, (c) expand on ideas, (d) change perspectives, (e) refer for information, (f) inquire about teaching tools, and (g) ask for information. Two challenges were also identified: (a) the need for precise input and (b) repetitive content. Building on these findings, a conceptual model is proposed that frames ChatGPT as a tool for creative ideation and a knowledge resource, facilitating EFL teachers' progression towards their Zone of Proximal Creativity, with its effectiveness contingent on the teacher's existing expertise.

Creativity is the result of several converging elements, including cultural, environmental, and social factors. The context in which people live their lives not only affects their creativity; it also affects how they acquire and use language. This study shows how a person's context and linguistic development, as measured by linguistic maturity, affects their creativity. 249 students aged between 13 and 15, participated in the study by completing an online test measuring their linguistic maturity and creativity. This study used Guilford's (1967) Alternative Uses Test following the Consensual Assessment Technique. Regression models revealed a positive and significant influences of linguistic maturity on creativity. Greater semantic memory networks allow for more efficient searches, thus enabling creativity. Therefore, greater semantic richness leads to greater linguistic maturity, resulting in increased creativity. Our findings confirm a relationship between language skills and creativity (i.e., linguistic maturity and text production) at a deeper level than previously studied. This is relevant for both curriculum development and instructional design. In this sense, tools as ChatGPT that produce text from millions of documents, push the student to be mediator of all this linguistic richness. Furthermore, measuring linguistic maturity and text production provides another means to measure creativity, transcendent, considering that having proper approaches to measure creativity is a challenge.

This study developed a mediation model consisting of behavioral cultural intelligence, academic self-efficacy, and academic adaptation. With the subscale of the Cultural Intelligence Scale, the Academic Adjustment Scale, and the General Academic Self-Efficacy Scale, a questionnaire survey was conducted among a sample of 412 international students at 5 public higher vocational colleges in Guangxi, China. The statistical technique of Partial Least Squares Structural Equation Modelling (PLS-SEM) was employed in the software SmartPLS 4.0 to examine the hypothesized relationships among the targeted variables. Results indicated that behavioral cultural intelligence significantly influences academic self-efficacy and academic adaptation. Moreover, academic self-efficacy significantly influences academic adaptation. Notably, academic self-efficacy significantly mediates the relationship between behavioral cultural intelligence and academic adaptation. These findings emphasized the crucial roles of behavioral cultural intelligence and academic self-efficacy in facilitating academic adaptation for junior college international students, suggesting that educational institutions should recognize and nurture these attributes for enhanced academic experiences.

Live action role-play (larp) is an improvised and embodied form of storytelling that develops through co-creation. While autistic individuals generally dislike unpredictable situations and social interaction in larger groups, anecdotal reports suggest that they often are found in the larping community. Through interviews with 10 autistic, experienced adult larpers, this study investigates larp as a scene for social learning. The examination focuses on the attraction of larps; what the participants learn about social interaction through larping; and how such insights transfer to everyday life. From a cognitive point of view, larping comes through as an optimal autistic space where players feel safe enough to dare push their social boundaries, which conceivably contributes to the formation of more precise social predictions since experimentation and mistakes facilitate embodied learning. From the participants’ point of view, larping improved their understanding of social nuances, which in turn increased social confidence and well-being in everyday life.

Collective reflection is essential for teachers' professional growth which involves multiple individuals participating in reflective exercises. However, collective reflection often faces problems such as disorganization and inadequate criticism. This study utilized the six-hat thinking framework to structure collective reflection among pre-service teachers during project-based instructional design learning. Despite its known collaboration-boosting effects, the impact of six-hat thinking technique on pre-service teachers' collective reflection, particularly within co-regulation, is under-explored. Focusing on Blue Hat's coordinating role on monitoring and planning, this study employed co-regulation coding and Lag Sequential Analysis (LSA) to analyze collective reflection behaviors. Findings uncovered co-regulation patterns within the six-hat-enhanced reflection, emphasizing Blue Hat's significance. This study distinguished regulation patterns between high and low-level understanding on grasping the six-hat thinking technique. High-understanding groups demonstrated co-regulation centered on regulation-evaluation, fostering self-assessment of instructional design projects and refinement planning. Conversely, low-understanding groups exhibited a pattern focused on task verification, neglecting group work regulation or evaluation. This study also delved into LSA-derived empirical insights on communication dynamics underlying co-regulation in six-hat-integrated collective reflection.

Negative feedback can temporarily relieve negative Chinese transfer (NCT) in English as a foreign language (EFL) syntactic writing by focusing only on the surface writing constructs, neglecting that EFL writing is an embodiment of the process by which higher-order thinking operates. To solve the problem, the researchers conducted a pretest, interventionist group dynamic assessment (IGDA) in the form of negative feedback based on computational thinking (CT), higher-order thinking, and post-test quasi-experimental design, with a control group receiving the direct correction feedback instructing model to mitigate the NCT in EFL syntactic writing. We analyzed the syntactic writing types and frequencies of the NCT obtained through repeated-measure ANOVA and confirmed by qualitative data through video recording. The results indicated that IGDA in the form of negative feedback based on CT principal skills could (1) significantly decrease syntactic writing errors caused by the NCT, (2) improve learners’ EFL writing performance, and finally, (3) elevate the computer as an essential mediation tool. This innovative instructing mode of intervening with writing constructs and higher-order thinking and bringing about deeper thinking and creativity contributes to the EFL writing teaching methodology in a foreign language higher education.

The correlation between individuals’ creativity performances in a one-to-one interactive situation was preliminarily explored. Neuroimaging has provided many insights into the neural connectome that underlies creativity; however, the role of brain structure in individuals’ creativity performance when collaborating with others remains largely unexplored. Therefore, this study collected data from 74 single- and paired-player participants using an interactive creativity task platform, including the alternative use task (AUT) and the Chinese Radical Remote Associates Test (CRRAT). Participants’ AUT and CRRAT scores in the above two modes were collected to analyze the moderating effects of connective efficiency (CE). The results showed that the relationship between originality performance in the single- and paired-player modes was moderated by four theoretical graph measures. Specifically, in the case of a high clustering coefficient, local efficiency, global efficiency, or low characteristic path length, individual originality performance was more predictive of interactive originality. Additionally, the relationship between fluency performance in the above two modes was not moderated by CE, flexibility, or CRRAT performance. This study identified the effects of neural transmission efficiency on the relationship between creativity in the two modes. This study investigated neurocognitive factors influencing creativity performance in interactive situations.