This study explores how Computational Thinking (CT) components overlap with the phases of mathematical modelling within the context of a Teacher Development Course (TDC). The course was designed, developed, implemented, and assessed to enhance teachers’ cognitive actions in integrating CT with mathematical modelling. This research study was conducted with three mathematics teachers and one computer science teacher. Data were collected through CT component worksheets and video recordings, and analysed based on Borromeo-Ferri’s (2006) modelling cycle and the study’s CT framework. The study’s findings indicate that modelling processes enhanced teachers’ CT skills, while CT components made the modelling process more structured and reflective, revealing a reciprocal relationship between modelling and CT. The study proposes an original interdisciplinary framework linking teachers’ cognitive actions to CT integration, offering both theoretical and practical contributions.
{"title":"Unveiling the nexus: Computational thinking and mathematical modelling in K-12 education- a teacher-centric exploration","authors":"Behiye Dinçer Aksoy , Filiz Kuşkaya Mumcu , Berna Cantürk Günhan","doi":"10.1016/j.tsc.2025.102049","DOIUrl":"10.1016/j.tsc.2025.102049","url":null,"abstract":"<div><div>This study explores how Computational Thinking (CT) components overlap with the phases of mathematical modelling within the context of a Teacher Development Course (TDC). The course was designed, developed, implemented, and assessed to enhance teachers’ cognitive actions in integrating CT with mathematical modelling. This research study was conducted with three mathematics teachers and one computer science teacher. Data were collected through CT component worksheets and video recordings, and analysed based on Borromeo-Ferri’s (2006) modelling cycle and the study’s CT framework. The study’s findings indicate that modelling processes enhanced teachers’ CT skills, while CT components made the modelling process more structured and reflective, revealing a reciprocal relationship between modelling and CT. The study proposes an original interdisciplinary framework linking teachers’ cognitive actions to CT integration, offering both theoretical and practical contributions.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"60 ","pages":"Article 102049"},"PeriodicalIF":4.5,"publicationDate":"2025-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145527140","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}
Pub Date : 2025-10-26DOI: 10.1016/j.tsc.2025.102042
Li Zhang , Ling Li , Jingjing Jiang , Bin Zou
Background
Feedback, both human and computer-assisted, plays a critical role in scaffolding learners’ development, especially within the Zone of Proximal Development (ZPD) through interaction with more knowledgeable others. While recent studies have examined the role of Generative AI (GenAI) in supporting second language learning, its potential in translation pedagogy remains underexplored.
Objectives
This paper examines how GenAI feedback influences learners’ performance, motivation, and preferences in an ESL translation course. Based on the sociocultural theory, it emphasizes that all feedback sources should meet learners’ developmental needs.
Methods
This study adopted a mixed-methods quasi-experimental design, incorporating pre- and post-tests, a composite questionnaire, and semi-structured interviews. A total of 84 undergraduate students were randomly assigned to three ESL translation classes. At the initial stage, all participants received tutor feedback alongside unguided peer feedback. In the subsequent intervention phase, the Control Group (CG) continued with unguided peer feedback, the Experimental Group 1 (EG1) shifted to guided peer feedback, while the Experimental Group 2 (EG2) received AI-generated feedback in place of peer feedback. Tutor feedback remained consistent across all groups. This design facilitated both within-group and between-group comparisons, allowing the study to isolate the effects of feedback structure (guided vs. unguided peer feedback) and feedback source (peer/tutor vs. GenAI feedback).
Results and conclusion
The study found that guided peer feedback (EG1) led to the highest performance, significantly outperforming both unguided peer feedback (CG) and GenAI feedback (EG2). Although EG2’s performance lagged behind EG1, its learners showed the greatest increase in motivation. Feedback preferences ranked as: tutor > guided peer > GenAI > unguided peer. Learners appreciated GenAI’s accuracy, but noted issues such as limited creativity and emotional connection. The study suggests that human feedback, particularly guided peer and tutor feedback, provided stronger emotional support and adaptive scaffolding, fostering deeper cognitive engagement and a more empathetic environment compared to GenAI, which is correlated with higher performance and preference gains. While qualitative responses praised GenAI for accurate and comprehensive feedback, learners identified challenges such as information overload, limited creativity, and lack of emotional connection. The study suggests a hybrid feedback strategy integrating GenAI with human interactions to enhance translation pedagogy.
{"title":"Exploring the impact of diverse feedback sources on learners’ performance, motivation, and preference in a translation course: Tutor, peer, and GPT insight","authors":"Li Zhang , Ling Li , Jingjing Jiang , Bin Zou","doi":"10.1016/j.tsc.2025.102042","DOIUrl":"10.1016/j.tsc.2025.102042","url":null,"abstract":"<div><h3>Background</h3><div>Feedback, both human and computer-assisted, plays a critical role in scaffolding learners’ development, especially within the Zone of Proximal Development (ZPD) through interaction with more knowledgeable others. While recent studies have examined the role of Generative AI (GenAI) in supporting second language learning, its potential in translation pedagogy remains underexplored.</div></div><div><h3>Objectives</h3><div>This paper examines how GenAI feedback influences learners’ performance, motivation, and preferences in an ESL translation course. Based on the sociocultural theory, it emphasizes that all feedback sources should meet learners’ developmental needs.</div></div><div><h3>Methods</h3><div>This study adopted a mixed-methods quasi-experimental design, incorporating pre- and post-tests, a composite questionnaire, and semi-structured interviews. A total of 84 undergraduate students were randomly assigned to three ESL translation classes. At the initial stage, all participants received tutor feedback alongside unguided peer feedback. In the subsequent intervention phase, the Control Group (CG) continued with unguided peer feedback, the Experimental Group 1 (EG1) shifted to guided peer feedback, while the Experimental Group 2 (EG2) received AI-generated feedback in place of peer feedback. Tutor feedback remained consistent across all groups. This design facilitated both within-group and between-group comparisons, allowing the study to isolate the effects of feedback structure (guided vs. unguided peer feedback) and feedback source (peer/tutor vs. GenAI feedback).</div></div><div><h3>Results and conclusion</h3><div>The study found that guided peer feedback (EG1) led to the highest performance, significantly outperforming both unguided peer feedback (CG) and GenAI feedback (EG2). Although EG2’s performance lagged behind EG1, its learners showed the greatest increase in motivation. Feedback preferences ranked as: tutor > guided peer > GenAI > unguided peer. Learners appreciated GenAI’s accuracy, but noted issues such as limited creativity and emotional connection. The study suggests that human feedback, particularly guided peer and tutor feedback, provided stronger emotional support and adaptive scaffolding, fostering deeper cognitive engagement and a more empathetic environment compared to GenAI, which is correlated with higher performance and preference gains. While qualitative responses praised GenAI for accurate and comprehensive feedback, learners identified challenges such as information overload, limited creativity, and lack of emotional connection. The study suggests a hybrid feedback strategy integrating GenAI with human interactions to enhance translation pedagogy.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"59 ","pages":"Article 102042"},"PeriodicalIF":4.5,"publicationDate":"2025-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145415974","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}
Educational institutions in remote areas face significant challenges in providing quality education comparable to urban settings, particularly in developing design thinking skills essential for 21st century learning. This research addresses the issue by implementing creative learning strategies utilizing digital and local wisdom within the Border Patrol Police Schools situated in the Northeastern region of Thailand. The design and development process followed the Design and Development Research framework, specifically the Product and Tool research, including two phases: design and development process, and validation process. A learning innovation was developed, comprising of ten components: 1) Problem situation, 2) Learning mission, 3) Consult, 4) Related cases, 5) Sharing center, 6) Learning resource, 7) Practice design thinking center, 8) Search, 9) Scaffolding, and 10) Exhibition center. The evaluation shows strong positive outcomes for the tech-integrated, local knowledge-based learning approach. Components like Problematic situations (x̄ = 4.73), Related cases (x̄ = 4.80), and Sharing center (x̄ = 4.80) received high ratings. Internal validation by three experts yielded an average score of 4.55, confirming the model’s appropriateness. External validation from 24 students resulted in an average design thinking score of 4.61. This research highlights the value of combining digital tools with local knowledge to enhance design thinking in under-resourced schools, offering important implications for educators and policymakers.
{"title":"Innovative learning approaches to develop students’ Design thinking skills through digital technology and local wisdom in border patrol police schools","authors":"Parama Kwangmuang , Sarisa Kosum , Paritchaya Sarakan , Lan Thi Nguyen","doi":"10.1016/j.tsc.2025.102047","DOIUrl":"10.1016/j.tsc.2025.102047","url":null,"abstract":"<div><div>Educational institutions in remote areas face significant challenges in providing quality education comparable to urban settings, particularly in developing design thinking skills essential for 21st century learning. This research addresses the issue by implementing creative learning strategies utilizing digital and local wisdom within the Border Patrol Police Schools situated in the Northeastern region of Thailand. The design and development process followed the Design and Development Research framework, specifically the Product and Tool research, including two phases: design and development process, and validation process. A learning innovation was developed, comprising of ten components: 1) Problem situation, 2) Learning mission, 3) Consult, 4) Related cases, 5) Sharing center, 6) Learning resource, 7) Practice design thinking center, 8) Search, 9) Scaffolding, and 10) Exhibition center. The evaluation shows strong positive outcomes for the tech-integrated, local knowledge-based learning approach. Components like Problematic situations (x̄ = 4.73), Related cases (x̄ = 4.80), and Sharing center (x̄ = 4.80) received high ratings. Internal validation by three experts yielded an average score of 4.55, confirming the model’s appropriateness. External validation from 24 students resulted in an average design thinking score of 4.61. This research highlights the value of combining digital tools with local knowledge to enhance design thinking in under-resourced schools, offering important implications for educators and policymakers.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"60 ","pages":"Article 102047"},"PeriodicalIF":4.5,"publicationDate":"2025-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145442521","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}
Pub Date : 2025-10-25DOI: 10.1016/j.tsc.2025.102045
Yanan Shen, Yanyan Han
Fostering critical thinking (CT) in higher education has become increasingly pertinent and challenging in the era of generative artificial intelligence (GenAI). However, empirical studies on CT skill cultivation in GenAI-assisted learning are limited, especially in prevalent multimodal contexts. Integrating the CT skill framework and visual grammar, this qualitative case study developed a teaching module to foster undergraduates’ CT skills in GenAI-assisted digital multimodal composing (DMC), focusing on non-proficient AI users. It further explored four groups’ learning experiences in the classroom through students’ GenAI-assisted PowerPoint products, reflective writings, interviews, and design process observation. The findings revealed students’ more thoughtful scrutiny, comprehensive evaluation, and selective adoption of multimodal AIGC to achieve communicative purposes, with group variations and limitations in each dimension. This progress was facilitated by collaborative, revision-based DMC classwork with specifically defined, multi-dimensional requirements, systematic framework teaching, and real-time scaffolding. In conclusion, collaborative GenAI-assisted DMC practice with systematic instructional support can significantly foster students’ CT skill cultivation. These findings illuminate future pedagogical innovations to encourage deep learning and higher-order cognitive skills among a broader range of students in GenAI-assisted multimodal contexts.
{"title":"Fostering undergraduates’ critical thinking in digital multimodal composition with generative artificial intelligence","authors":"Yanan Shen, Yanyan Han","doi":"10.1016/j.tsc.2025.102045","DOIUrl":"10.1016/j.tsc.2025.102045","url":null,"abstract":"<div><div>Fostering critical thinking (CT) in higher education has become increasingly pertinent and challenging in the era of generative artificial intelligence (GenAI). However, empirical studies on CT skill cultivation in GenAI-assisted learning are limited, especially in prevalent multimodal contexts. Integrating the CT skill framework and visual grammar, this qualitative case study developed a teaching module to foster undergraduates’ CT skills in GenAI-assisted digital multimodal composing (DMC), focusing on non-proficient AI users. It further explored four groups’ learning experiences in the classroom through students’ GenAI-assisted PowerPoint products, reflective writings, interviews, and design process observation. The findings revealed students’ more thoughtful scrutiny, comprehensive evaluation, and selective adoption of multimodal AIGC to achieve communicative purposes, with group variations and limitations in each dimension. This progress was facilitated by collaborative, revision-based DMC classwork with specifically defined, multi-dimensional requirements, systematic framework teaching, and real-time scaffolding. In conclusion, collaborative GenAI-assisted DMC practice with systematic instructional support can significantly foster students’ CT skill cultivation. These findings illuminate future pedagogical innovations to encourage deep learning and higher-order cognitive skills among a broader range of students in GenAI-assisted multimodal contexts.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"59 ","pages":"Article 102045"},"PeriodicalIF":4.5,"publicationDate":"2025-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145415902","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}
Pub Date : 2025-10-25DOI: 10.1016/j.tsc.2025.102044
Yu-Ren Lin , Xinyue Jiao
Scientific argumentation is a key competency in science education, yet creating effective online environments to support it remains a challenging task. Recent research in science education has focused on using online gamified learning as a means to cultivate scientific argumentation skills. This study introduces “hypotheticality” as a unidimensional construct in online learning contexts. Hypotheticality can be applied to both gamified learning and scientific topics. By categorizing three degrees of hypotheticality from low to high, learners acquire distinct learning experiences in direct, vicarious, and hypothetical contexts, progressing from reality to imagination. The study further explores how hypotheticality and gamified learning impact students’ scientific knowledge, motivation, and argumentation learnings. A quasi-experimental design was adopted, involving 254 eighth graders. An online learning platform was developed specifically for the study, using a baseball player’s career as the narrative setting and incorporating online scaffolding to facilitate collaborative scientific argumentation. The four components of scientific argumentation—claim, warrant, rebuttal, and qualifier—were analyzed in terms of their frequency and quality. Statistical analysis revealed an interaction between the two variables, demonstrating that gamified learning had the most positive impact in contexts with the highest degree of hypotheticality. Subsequent qualitative analysis indicated that students in the gamified condition and in contexts with a high degree of hypotheticality showed remarkable improvements in scientific knowledge, learning motivation, and argumentation performance. Notably, scientific arguments typically considered challenging to construct, such as evidence-based rebuttals and qualifiers, were effectively explored and addressed. Our findings suggest that designing gamified argumentation activities requires careful consideration of the degree of hypotheticality in learning contexts. In practice, attention should be given to arranging appropriate scaffolds and guidance across varying hypotheticality to foster higher-order scientific thinking.
{"title":"Exploring the impact of hypotheticality on students’ argumentation in online gamified learning environment","authors":"Yu-Ren Lin , Xinyue Jiao","doi":"10.1016/j.tsc.2025.102044","DOIUrl":"10.1016/j.tsc.2025.102044","url":null,"abstract":"<div><div>Scientific argumentation is a key competency in science education, yet creating effective online environments to support it remains a challenging task. Recent research in science education has focused on using online gamified learning as a means to cultivate scientific argumentation skills. This study introduces “hypotheticality” as a unidimensional construct in online learning contexts. Hypotheticality can be applied to both gamified learning and scientific topics. By categorizing three degrees of hypotheticality from low to high, learners acquire distinct learning experiences in direct, vicarious, and hypothetical contexts, progressing from reality to imagination. The study further explores how hypotheticality and gamified learning impact students’ scientific knowledge, motivation, and argumentation learnings. A quasi-experimental design was adopted, involving 254 eighth graders. An online learning platform was developed specifically for the study, using a baseball player’s career as the narrative setting and incorporating online scaffolding to facilitate collaborative scientific argumentation. The four components of scientific argumentation—claim, warrant, rebuttal, and qualifier—were analyzed in terms of their frequency and quality. Statistical analysis revealed an interaction between the two variables, demonstrating that gamified learning had the most positive impact in contexts with the highest degree of hypotheticality. Subsequent qualitative analysis indicated that students in the gamified condition and in contexts with a high degree of hypotheticality showed remarkable improvements in scientific knowledge, learning motivation, and argumentation performance. Notably, scientific arguments typically considered challenging to construct, such as evidence-based rebuttals and qualifiers, were effectively explored and addressed. Our findings suggest that designing gamified argumentation activities requires careful consideration of the degree of hypotheticality in learning contexts. In practice, attention should be given to arranging appropriate scaffolds and guidance across varying hypotheticality to foster higher-order scientific thinking.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"59 ","pages":"Article 102044"},"PeriodicalIF":4.5,"publicationDate":"2025-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145415977","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}
Pub Date : 2025-10-25DOI: 10.1016/j.tsc.2025.102037
Tie Sun , Jing Xi , Pengfei Xu , Zhidong Wang , Jun Zhang , Feng Xiao , Shangqing Yuan
Creative thinking often requires overcoming habitual responses and forming remote associations, which may be supported or hindered by cognitive control. This study investigated how two components of inhibitory control—conflict detection and conflict inhibition—contribute to remote associative thinking under different types of experience constraints. Participants completed a Chinese Compound Remote Associates Task (CCAT) under three conditions (Non-Constrained, Perceptual-Constrained, and Semantic-Constrained), along with Flanker and Stroop tasks to measure distractor and prepotent response inhibition. Event-related potentials components (N200 and N450) and response time differences were used to assess conflict detection and inhibition, respectively. Both correlation and multiple regression analyses were conducted to evaluate the effects of these cognitive control processes on creative performance. The results showed that conflict inhibition consistently facilitated creative performance, while the effect of conflict detection varied across experience conditions: greater sensitivity to semantic conflict shortened response latency, whereas greater sensitivity to perceptual conflict reduced accuracy. These findings suggest that the role of inhibitory control in creativity is context-dependent and highlight the differentiated contributions of detection and inhibition in experience-constrained creative problem-solving.
{"title":"Cognitive mechanisms of creative thinking: The role of conflict detection and inhibition under different experience constraints","authors":"Tie Sun , Jing Xi , Pengfei Xu , Zhidong Wang , Jun Zhang , Feng Xiao , Shangqing Yuan","doi":"10.1016/j.tsc.2025.102037","DOIUrl":"10.1016/j.tsc.2025.102037","url":null,"abstract":"<div><div>Creative thinking often requires overcoming habitual responses and forming remote associations, which may be supported or hindered by cognitive control. This study investigated how two components of inhibitory control—conflict detection and conflict inhibition—contribute to remote associative thinking under different types of experience constraints. Participants completed a Chinese Compound Remote Associates Task (CCAT) under three conditions (Non-Constrained, Perceptual-Constrained, and Semantic-Constrained), along with Flanker and Stroop tasks to measure distractor and prepotent response inhibition. Event-related potentials components (N200 and N450) and response time differences were used to assess conflict detection and inhibition, respectively. Both correlation and multiple regression analyses were conducted to evaluate the effects of these cognitive control processes on creative performance. The results showed that conflict inhibition consistently facilitated creative performance, while the effect of conflict detection varied across experience conditions: greater sensitivity to semantic conflict shortened response latency, whereas greater sensitivity to perceptual conflict reduced accuracy. These findings suggest that the role of inhibitory control in creativity is context-dependent and highlight the differentiated contributions of detection and inhibition in experience-constrained creative problem-solving.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"59 ","pages":"Article 102037"},"PeriodicalIF":4.5,"publicationDate":"2025-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145415895","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}
Pub Date : 2025-10-25DOI: 10.1016/j.tsc.2025.102043
Kok-Sing Tang , Grant Cooper , Natasha Rappa , Jonathan Edwards
The rapid integration of Generative AI (GenAI) in education presents both opportunities and challenges in fostering critical questioning – a skill essential for critical thinking and AI literacy. In the context of GenAI, critical questioning refers to the ability to question, probe, and critically assess information generated by GenAI that will equip students with the discernment necessary in a digital world. However, there is limited research on how students develop and apply critical questioning when interacting with GenAI. This study addresses the research gap by investigating the pedagogical and contextual conditions that support high school students in critical questioning with GenAI. Through an action research study situated in a Grade 10 English classroom, the study examines the key conditions that facilitated students’ critical questioning with GenAI. Ethnographic methods were used to generate data from classroom observations, interviews, and student chatlogs that captured how students engaged with GenAI in situ within the classroom environment. A prior critical questioning framework was modified and used to identify instances of critical questioning with GenAI in the data, which were coded along the dimensions of context, delivery, and competency. Findings highlight how the instructional design of AI-mediated interactions, role of the teacher, students’ knowledge and disposition, and the delivery of GenAI platform were crucial in shaping the quality and depth of students’ questioning. These findings indicate that the success of critical engagement with GenAI does not rest on its technological capabilities alone, but on the specific pedagogical and classroom conditions that enable students to use it purposefully and reflectively. By extending our understanding of critical questioning in AI-mediated learning environments, this study provides insights into the conditions that foster AI literacy, which can lead to students actively and critically engaging with AI-generated content rather than passively consuming it.
{"title":"Critical questioning with generative AI: Developing AI literacy in secondary education","authors":"Kok-Sing Tang , Grant Cooper , Natasha Rappa , Jonathan Edwards","doi":"10.1016/j.tsc.2025.102043","DOIUrl":"10.1016/j.tsc.2025.102043","url":null,"abstract":"<div><div>The rapid integration of Generative AI (GenAI) in education presents both opportunities and challenges in fostering critical questioning – a skill essential for critical thinking and AI literacy. In the context of GenAI, critical questioning refers to the ability to question, probe, and critically assess information generated by GenAI that will equip students with the discernment necessary in a digital world. However, there is limited research on how students develop and apply critical questioning when interacting with GenAI. This study addresses the research gap by investigating the pedagogical and contextual conditions that support high school students in critical questioning with GenAI. Through an action research study situated in a Grade 10 English classroom, the study examines the key conditions that facilitated students’ critical questioning with GenAI. Ethnographic methods were used to generate data from classroom observations, interviews, and student chatlogs that captured how students engaged with GenAI in situ within the classroom environment. A prior critical questioning framework was modified and used to identify instances of critical questioning with GenAI in the data, which were coded along the dimensions of context, delivery, and competency. Findings highlight how the instructional design of AI-mediated interactions, role of the teacher, students’ knowledge and disposition, and the delivery of GenAI platform were crucial in shaping the quality and depth of students’ questioning. These findings indicate that the success of critical engagement with GenAI does not rest on its technological capabilities alone, but on the specific pedagogical and classroom conditions that enable students to use it purposefully and reflectively. By extending our understanding of critical questioning in AI-mediated learning environments, this study provides insights into the conditions that foster AI literacy, which can lead to students actively and critically engaging with AI-generated content rather than passively consuming it.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"59 ","pages":"Article 102043"},"PeriodicalIF":4.5,"publicationDate":"2025-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145415896","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}
Pub Date : 2025-10-25DOI: 10.1016/j.tsc.2025.102046
Fadime Arici , Akin Efendioglu , Fatma Karaçoban
Although analogy-based instruction has been investigated from various viewpoints, the participatory-visual instructional analogy (PIA) is a novel design that requires students to participate actively in the learning process. Theoretically, PIA not only reinforces the experiential dimension of learning and aligns with constructivist principles but also enables learners to concretize abstract concepts through hands-on activities, supported by puzzle-type materials. The PIA may create an opportunity for students to overcome learning difficulties related to science subjects in elementary schools. The aim of this study is to investigate the effects of PIA on elementary school students’ conceptual understanding in science course and their in-class behavior patterns. This study applied a mixed-method research design with a quasi-experimental approach. In the group called conventional instruction (CI) in which the direct instruction technique was implemented (n = 21; age= 9.4), and in the other group, PIA was implemented in a classroom environment (n = 20; age= 9.3). Results showed that the PIA environment supports learners’ active participation by providing opportunities for haptic learning, enabling students’ affective characteristics, supporting their science achievement, and facilitating classroom management at the ultimate level. Learners’ curiosity and focusing levels increased step by step within the process. Therefore, students gained insight by creating causal relations in their cognitive system.
{"title":"Adding one more dimension into the instructional analogy: what does the participatory analogy contribute?","authors":"Fadime Arici , Akin Efendioglu , Fatma Karaçoban","doi":"10.1016/j.tsc.2025.102046","DOIUrl":"10.1016/j.tsc.2025.102046","url":null,"abstract":"<div><div>Although analogy-based instruction has been investigated from various viewpoints, the participatory-visual instructional analogy (PIA) is a novel design that requires students to participate actively in the learning process. Theoretically, PIA not only reinforces the experiential dimension of learning and aligns with constructivist principles but also enables learners to concretize abstract concepts through hands-on activities, supported by puzzle-type materials. The PIA may create an opportunity for students to overcome learning difficulties related to science subjects in elementary schools. The aim of this study is to investigate the effects of PIA on elementary school students’ conceptual understanding in science course and their in-class behavior patterns. This study applied a mixed-method research design with a quasi-experimental approach. In the group called conventional instruction (CI) in which the direct instruction technique was implemented (<em>n</em> = 21; <span><math><mover><mi>X</mi><mo>¯</mo></mover></math></span>age= 9.4), and in the other group, PIA was implemented in a classroom environment (<em>n</em> = 20; <span><math><mover><mi>X</mi><mo>¯</mo></mover></math></span>age= 9.3). Results showed that the PIA environment supports learners’ active participation by providing opportunities for haptic learning, enabling students’ affective characteristics, supporting their science achievement, and facilitating classroom management at the ultimate level. Learners’ curiosity and focusing levels increased step by step within the process. Therefore, students gained insight by creating causal relations in their cognitive system.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"59 ","pages":"Article 102046"},"PeriodicalIF":4.5,"publicationDate":"2025-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145415901","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}
Pub Date : 2025-10-24DOI: 10.1016/j.tsc.2025.102038
Esra Demiray
This study aims to investigate how proficient prospective mathematics teachers are in evaluating the truth value of statements that are true in Euclidean geometry in terms of non-Euclidean geometries. In addition, this study seeks to portray the strategies prospective mathematics teachers used during the inductive reasoning process as they evaluate the truth value of statements in terms of non-Euclidean geometries. To this end, 106 participants were asked to evaluate the truth value of six statements, which are true in Euclidean geometry, in terms of elliptic and hyperbolic geometries, and explain their reasoning. Through this comparative and evaluative task, participants were naturally engaged in an inductive reasoning process. According to the findings, at least a quarter of the participants presented incorrect answers for every statement. The strategies observed during the inductive reasoning process were classified under thirteen categories: visualizing geometry surface/concept(s) in the statement, drawing by considering geometry surface/concept(s) in the statement, drawing without explanation, considering the definition of the main concept in the statement, presenting/aiming to present a counterexample/countercase, stating the absence of a counterexample/countercase, pointing a similarity/difference with Euclidean geometry, associating with the fifth postulate, generalizing, relating to another discipline, considering the cases necessary for the statement to be true, offering the presence of various cases based on the predicate of the statement, and identifying a specific relation between the concepts of the statement.
{"title":"Strategies in the inductive reasoning process related to Non-Euclidean geometries","authors":"Esra Demiray","doi":"10.1016/j.tsc.2025.102038","DOIUrl":"10.1016/j.tsc.2025.102038","url":null,"abstract":"<div><div>This study aims to investigate how proficient prospective mathematics teachers are in evaluating the truth value of statements that are true in Euclidean geometry in terms of non-Euclidean geometries. In addition, this study seeks to portray the strategies prospective mathematics teachers used during the inductive reasoning process as they evaluate the truth value of statements in terms of non-Euclidean geometries. To this end, 106 participants were asked to evaluate the truth value of six statements, which are true in Euclidean geometry, in terms of elliptic and hyperbolic geometries, and explain their reasoning. Through this comparative and evaluative task, participants were naturally engaged in an inductive reasoning process. According to the findings, at least a quarter of the participants presented incorrect answers for every statement. The strategies observed during the inductive reasoning process were classified under thirteen categories: visualizing geometry surface/concept(s) in the statement, drawing by considering geometry surface/concept(s) in the statement, drawing without explanation, considering the definition of the main concept in the statement, presenting/aiming to present a counterexample/countercase, stating the absence of a counterexample/countercase, pointing a similarity/difference with Euclidean geometry, associating with the fifth postulate, generalizing, relating to another discipline, considering the cases necessary for the statement to be true, offering the presence of various cases based on the predicate of the statement, and identifying a specific relation between the concepts of the statement.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"59 ","pages":"Article 102038"},"PeriodicalIF":4.5,"publicationDate":"2025-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145415899","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}
Pub Date : 2025-10-24DOI: 10.1016/j.tsc.2025.102040
Jiabin Liu , Ru-De Liu , Wei Hong , Yaoqi Jiang , Xiantong Yang
Creativity plays a vital role in various domains of life, and the rise of social media has changed how people generate, share, and engage with creative content. Previous cross-sectional studies yielded mixed findings on the relationship between social media use (SMU) and self-perceived creativity. It remains unclear how multiple aspects of SMU are associated with self-perceived creativity over time. This study aims to investigate the links between self-perceived creativity and various facets of SMU, including duration, form, and purpose. We conducted a 14-day diary study (N = 208) and a six-month interval survey (N = 204). Residual dynamic structural equation modeling results revealed that active SMU, social-oriented, and cognitive-oriented SMU positively predicted self-perceived creativity on the same day. Conversely, the duration of SMU, passive SMU, and hedonic-oriented SMU had no significant effects. Furthermore, longitudinal regression analyses showed that only social-oriented and cognitive-oriented SMU positively predicted self-perceived creativity six months later. Notably, no significant predictive effects were found from self-perceived creativity to SMU. These findings suggest that the impact of SMU on self-perceived creativity depends on the specific ways people engage with social media.
{"title":"The immediate and lasting association of social media use with self-perceived creativity: findings from a daily diary and short-term interval study","authors":"Jiabin Liu , Ru-De Liu , Wei Hong , Yaoqi Jiang , Xiantong Yang","doi":"10.1016/j.tsc.2025.102040","DOIUrl":"10.1016/j.tsc.2025.102040","url":null,"abstract":"<div><div>Creativity plays a vital role in various domains of life, and the rise of social media has changed how people generate, share, and engage with creative content. Previous cross-sectional studies yielded mixed findings on the relationship between social media use (SMU) and self-perceived creativity. It remains unclear how multiple aspects of SMU are associated with self-perceived creativity over time. This study aims to investigate the links between self-perceived creativity and various facets of SMU, including duration, form, and purpose. We conducted a 14-day diary study (<em>N</em> = 208) and a six-month interval survey (<em>N</em> = 204). Residual dynamic structural equation modeling results revealed that active SMU, social-oriented, and cognitive-oriented SMU positively predicted self-perceived creativity on the same day. Conversely, the duration of SMU, passive SMU, and hedonic-oriented SMU had no significant effects. Furthermore, longitudinal regression analyses showed that only social-oriented and cognitive-oriented SMU positively predicted self-perceived creativity six months later. Notably, no significant predictive effects were found from self-perceived creativity to SMU. These findings suggest that the impact of SMU on self-perceived creativity depends on the specific ways people engage with social media.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"59 ","pages":"Article 102040"},"PeriodicalIF":4.5,"publicationDate":"2025-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145415898","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}
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