Thinking Skills and Creativity最新文献_第2页

When more or less? The role of two types of flow experiences in creative teaching 当多当少？两种流动体验在创造性教学中的作用

IF 3.7 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2024-11-01 DOI: 10.1016/j.tsc.2024.101676

Wenlong Zhu , Xinmiao Wang , Yong Yang , Yanchun Liu , Jijun Miao

The use of creative teaching is becoming increasingly common in higher education institutions. However, there is limited research on the impact of creative teaching on the classroom from a flow experience perspective. Using the stimulus–organism–response model and flow theory, this study presents an analysis of the overall process of creative teaching's impact on student classroom engagement, proceeding from two types of flow experiences: immediate and continuous experiences. This empirical study was conducted in the institutions piloting creative teaching in China. The results affirm the following: first, the balance of challenges and skills, goal clarity and feedback in creative teaching all affect students’ immediate and continuous experiences significantly and positively. Second, immediate experiences have significantly positive effects on both behavioural and social engagement. Third, for science and engineering students, continuous experiences have significant effects on behavioural engagement and social engagement; however, these effects do not obtain for humanities and social science students. Fourth, there is no significant difference in the effects of creative teaching on engagement between male and female students. The potential contribution of this study is that we create a theoretical model of how creative teaching affects student engagement. Based on this model, educational administrators and teachers can understand the whole process of the impact of creative teaching on students’ behaviour.

在高等教育机构中，创意教学的使用越来越普遍。然而，从流动体验的角度来研究创意教学对课堂的影响却十分有限。本研究运用 "刺激-组织-反应 "模型和 "流动 "理论，从 "即时体验 "和 "持续体验 "两种流动体验出发，分析了创意教学的整体过程对学生课堂参与度的影响。实证研究在中国的创意教学试点院校进行。研究结果表明：第一，创意教学中挑战与技能的平衡、目标的清晰度和反馈都会对学生的即时体验和持续体验产生显著的正向影响。第二，即时体验对行为参与和社会参与都有显著的积极影响。第三，对理工科学生而言，持续体验对行为参与和社会参与有显著影响；但对人文社科类学生而言，这些影响并不明显。第四，创造性教学对男女学生参与度的影响没有明显差异。本研究的潜在贡献在于，我们创建了一个创意教学如何影响学生参与度的理论模型。根据这一模型，教育管理者和教师可以了解创意教学对学生行为影响的全过程。

{"title":"When more or less? The role of two types of flow experiences in creative teaching","authors":"Wenlong Zhu , Xinmiao Wang , Yong Yang , Yanchun Liu , Jijun Miao","doi":"10.1016/j.tsc.2024.101676","DOIUrl":"10.1016/j.tsc.2024.101676","url":null,"abstract":"<div><div>The use of creative teaching is becoming increasingly common in higher education institutions. However, there is limited research on the impact of creative teaching on the classroom from a flow experience perspective. Using the stimulus–organism–response model and flow theory, this study presents an analysis of the overall process of creative teaching's impact on student classroom engagement, proceeding from two types of flow experiences: immediate and continuous experiences. This empirical study was conducted in the institutions piloting creative teaching in China. The results affirm the following: first, the balance of challenges and skills, goal clarity and feedback in creative teaching all affect students’ immediate and continuous experiences significantly and positively. Second, immediate experiences have significantly positive effects on both behavioural and social engagement. Third, for science and engineering students, continuous experiences have significant effects on behavioural engagement and social engagement; however, these effects do not obtain for humanities and social science students. Fourth, there is no significant difference in the effects of creative teaching on engagement between male and female students. The potential contribution of this study is that we create a theoretical model of how creative teaching affects student engagement. Based on this model, educational administrators and teachers can understand the whole process of the impact of creative teaching on students’ behaviour.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"54 ","pages":"Article 101676"},"PeriodicalIF":3.7,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142659254","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

The effect of OMO learning on high school students' problem-solving skills in physics OMO学习对高中生物理解题能力的影响

IF 3.7 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2024-10-30 DOI: 10.1016/j.tsc.2024.101674

Shijie Gao , Lan Zhang , Fuze Shangguan , Junfeng Yang

Online-merge-offline (OMO) learning in a hybrid learning space is becoming a popular pedagogy to enhance students' blended learning using appropriate technology. This investigation delves into the impact of OMO learning on developing physics problem-solving skills among high school students. A ten-week intervention employing OMO learning is implemented with 34 participants in both the experimental and control groups at a high school in Hangzhou, China. The efficacy of OMO learning is assessed through a quasi-experimental design encompassing pre- and post-assessments. The findings of this inquiry reveal: (1) The experimental group's physics problem-solving abilities are significantly impacted by OMO learning; (2) the use of cognitive tools rationally, the integration of online and offline collaborative learning, rich learning resources, and heuristic teaching all help students become more adept at solving physics problems; and (3) the cognitive load, students' lack of prior knowledge, poor self-regulation, and lack of help-seeking techniques all work against the improvement of students' physics problem-solving abilities. Suggestions are made in line with the research results and aims.

混合学习空间中的在线-合并-脱机（OMO）学习正成为一种流行的教学法，它能利用适当的技术提高学生的混合学习能力。本研究探讨了 OMO 学习对培养高中生物理问题解决能力的影响。在中国杭州的一所高中，实验组和对照组共有 34 人参加了为期十周的 OMO 学习干预。通过前测和后测的准实验设计来评估 OMO 学习的效果。探究结果表明：（1）OMO 学习对实验组学生物理问题解决能力的影响显著；（2）合理使用认知工具、线上线下协作学习的整合、丰富的学习资源和启发式教学都有助于学生更熟练地解决物理问题；（3）认知负荷、学生缺乏先验知识、自我调节能力差和缺乏寻求帮助的技巧都不利于学生物理问题解决能力的提高。根据研究结果和目的提出了建议。

{"title":"The effect of OMO learning on high school students' problem-solving skills in physics","authors":"Shijie Gao , Lan Zhang , Fuze Shangguan , Junfeng Yang","doi":"10.1016/j.tsc.2024.101674","DOIUrl":"10.1016/j.tsc.2024.101674","url":null,"abstract":"<div><div>Online-merge-offline (OMO) learning in a hybrid learning space is becoming a popular pedagogy to enhance students' blended learning using appropriate technology. This investigation delves into the impact of OMO learning on developing physics problem-solving skills among high school students. A ten-week intervention employing OMO learning is implemented with 34 participants in both the experimental and control groups at a high school in Hangzhou, China. The efficacy of OMO learning is assessed through a quasi-experimental design encompassing pre- and post-assessments. The findings of this inquiry reveal: (1) The experimental group's physics problem-solving abilities are significantly impacted by OMO learning; (2) the use of cognitive tools rationally, the integration of online and offline collaborative learning, rich learning resources, and heuristic teaching all help students become more adept at solving physics problems; and (3) the cognitive load, students' lack of prior knowledge, poor self-regulation, and lack of help-seeking techniques all work against the improvement of students' physics problem-solving abilities. Suggestions are made in line with the research results and aims.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"54 ","pages":"Article 101674"},"PeriodicalIF":3.7,"publicationDate":"2024-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142659318","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

Educational experiences integrating the arts into teaching practice in primary education in Ecuador 厄瓜多尔小学教育中将艺术融入教学实践的教育经验

IF 3.7 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2024-10-26 DOI: 10.1016/j.tsc.2024.101671

Nella Escala , Miguel Ángel Herrera-Pavo , Montse Guitert , Teresa Romeu

This study explores the integration of arts into primary education, particularly from the perspectives of teachers and how the arts can enhance student engagement. The research was conducted with socio-cultural organizations and primary schools in Pichincha and Galapagos. In Ecuador, there is a lack of information regarding the effectiveness of programs that incorporate the arts across the curriculum, especially those with Information and Communication Technologies (ICT). Using an exploratory-descriptive, qualitative ethnographic approach, incorporating documentary analysis and semi-structured interviews. The study analyzes data from 2 supranational and governmental entities, 12 socio-cultural institutions, and 6 schools. The research identifies five main categories: educational experiences, collaboration between teachers and arts specialists, influencing factors, benefits, and ICT integration in arts-based educational experiences. While there is a strong interest in arts integration, the lack of an interdisciplinary approach, support of school leadership and ongoing collaboration, limit the sustainability of these efforts. The findings highlight the global need for continuous partnerships between cultural and educational institutions.

本研究探讨了将艺术融入小学教育的问题，特别是从教师的角度以及艺术如何提高学生的参与度。研究是在皮钦查和加拉帕戈斯的社会文化组织和小学进行的。在厄瓜多尔，有关将艺术融入整个课程的计划，尤其是那些使用信息与传播技术（ICT）的计划的有效性的信息十分匮乏。本研究采用探索性描述、定性人种学方法，结合文献分析和半结构式访谈。研究分析了来自 2 个超国家和政府实体、12 个社会文化机构和 6 所学校的数据。研究确定了五个主要类别：教育经验、教师与艺术专家之间的合作、影响因素、益处以及信息与传播技术融入艺术教育经验。虽然人们对艺术整合有着浓厚的兴趣，但缺乏跨学科的方法、学校领导的支持和持续的合作，限制了这些努力的可持续性。研究结果突出表明，全球都需要在文化和教育机构之间建立持续的合作伙伴关系。

{"title":"Educational experiences integrating the arts into teaching practice in primary education in Ecuador","authors":"Nella Escala , Miguel Ángel Herrera-Pavo , Montse Guitert , Teresa Romeu","doi":"10.1016/j.tsc.2024.101671","DOIUrl":"10.1016/j.tsc.2024.101671","url":null,"abstract":"<div><div>This study explores the integration of arts into primary education, particularly from the perspectives of teachers and how the arts can enhance student engagement. The research was conducted with socio-cultural organizations and primary schools in Pichincha and Galapagos. In Ecuador, there is a lack of information regarding the effectiveness of programs that incorporate the arts across the curriculum, especially those with Information and Communication Technologies (ICT). Using an exploratory-descriptive, qualitative ethnographic approach, incorporating documentary analysis and semi-structured interviews. The study analyzes data from 2 supranational and governmental entities, 12 socio-cultural institutions, and 6 schools. The research identifies five main categories: educational experiences, collaboration between teachers and arts specialists, influencing factors, benefits, and ICT integration in arts-based educational experiences. While there is a strong interest in arts integration, the lack of an interdisciplinary approach, support of school leadership and ongoing collaboration, limit the sustainability of these efforts. The findings highlight the global need for continuous partnerships between cultural and educational institutions.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"54 ","pages":"Article 101671"},"PeriodicalIF":3.7,"publicationDate":"2024-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142561341","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

Examining the cognitive and affective changes in students through the implementation process of the physics curriculum based on an interdisciplinary context-based learning approach 通过基于跨学科情境学习法的物理课程实施过程，研究学生在认知和情感方面的变化

IF 3.7 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2024-10-24 DOI: 10.1016/j.tsc.2024.101672

Onur Yalçin , Fatma Sadik

This case study examines the cognitive and affective changes in students through the implementation process of the physics curriculum based on an interdisciplinary context-based learning approach. The study was conducted during the second semester of the 2017–2018 academic year with 33 students in one of the 10th grade classes of a high school in the Yüreğir district of the Adana province. A criterion sampling method of purposive sampling methods was employed in selecting the school and the class. In the intervention, the researchers used the physics curriculum they developed based on an interdisciplinary context-based learning approach. The plans and activities prepared according to the context-based REACT model were implemented for eight weeks and the data were collected using both quantitative and qualitative methods. At the end of the intervention, significant changes were observed in the students’ ability to relate their knowledge to daily life, interdisciplinary problem-solving skills, attitudes towards problem-solving in physics, and affective characteristics. During the process, students who encountered challenges in problem-solving, focusing on the lesson, working in groups, and relating information to real-life and different disciplines managed to overcome these challenges by increasing their individual efforts and communicating with their peers and the teacher. Because of students who remained passive, made noise, and frequently changed their seats during group work, the researchers encountered some challenges in instruction and time management. To increase classroom participation, they opted for updating the lesson plan, preparing additional examples, and increasing the number of visual materials. In this respect, teachers and other researchers are recommended to allocate more time to interdisciplinary context-based teaching activities, provide students with more real-life problem situations, diversify group work, and conduct group activities more frequently.

本案例研究探讨了基于跨学科情境学习法的物理课程实施过程中学生在认知和情感方面的变化。研究在2017-2018学年第二学期进行，对象是阿达纳省尤尔吉尔区一所高中十年级一个班的33名学生。在选择学校和班级时，采用了目的抽样法中的标准抽样法。在干预过程中，研究人员使用了基于跨学科情境学习法开发的物理课程。根据基于情境的 REACT 模式编制的计划和活动实施了八周，并使用定量和定性方法收集数据。干预结束后，学生们在将所学知识与日常生活联系起来的能力、跨学科解决问题的技能、解决物理问题的态度以及情感特征等方面都发生了显著变化。在这一过程中，在解决问题、集中精力听课、小组合作、将信息与现实生活和不同学科联系起来等方面遇到困难的学生，通过加强个人努力、与同学和老师交流，克服了这些困难。由于学生在小组合作过程中消极被动、制造噪音和频繁更换座位，研究人员在教学和时间管理方面遇到了一些挑战。为了提高课堂参与度，他们选择了更新教案、准备更多范例和增加直观材料的数量。在这方面，建议教师和其他研究人员分配更多时间开展跨学科情境教学活动，为学生提供更多真实的问题情境，使小组合作多样化，并更频繁地开展小组活动。

{"title":"Examining the cognitive and affective changes in students through the implementation process of the physics curriculum based on an interdisciplinary context-based learning approach","authors":"Onur Yalçin , Fatma Sadik","doi":"10.1016/j.tsc.2024.101672","DOIUrl":"10.1016/j.tsc.2024.101672","url":null,"abstract":"<div><div>This case study examines the cognitive and affective changes in students through the implementation process of the physics curriculum based on an interdisciplinary context-based learning approach. The study was conducted during the second semester of the 2017–2018 academic year with 33 students in one of the 10th grade classes of a high school in the Yüreğir district of the Adana province. A criterion sampling method of purposive sampling methods was employed in selecting the school and the class. In the intervention, the researchers used the physics curriculum they developed based on an interdisciplinary context-based learning approach. The plans and activities prepared according to the context-based REACT model were implemented for eight weeks and the data were collected using both quantitative and qualitative methods. At the end of the intervention, significant changes were observed in the students’ ability to relate their knowledge to daily life, interdisciplinary problem-solving skills, attitudes towards problem-solving in physics, and affective characteristics. During the process, students who encountered challenges in problem-solving, focusing on the lesson, working in groups, and relating information to real-life and different disciplines managed to overcome these challenges by increasing their individual efforts and communicating with their peers and the teacher. Because of students who remained passive, made noise, and frequently changed their seats during group work, the researchers encountered some challenges in instruction and time management. To increase classroom participation, they opted for updating the lesson plan, preparing additional examples, and increasing the number of visual materials. In this respect, teachers and other researchers are recommended to allocate more time to interdisciplinary context-based teaching activities, provide students with more real-life problem situations, diversify group work, and conduct group activities more frequently.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"54 ","pages":"Article 101672"},"PeriodicalIF":3.7,"publicationDate":"2024-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142586532","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

Fostering meta-moral cognitive skills among pre-service teachers using creative problem-solving processes 利用创造性解决问题的过程培养职前教师的元道德认知能力

IF 3.7 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2024-10-22 DOI: 10.1016/j.tsc.2024.101670

Reena Cheruvalath, Shirodkar Pratiksha Chandrakant

Acknowledging strengths and weaknesses of an ethical judgment, called meta-moral cognitive skills, enables pre-service teachers to make better decisions. Engaging in critical thinking with creative problem-solving can critically evaluate ethical decision-making processes by analysing their different stages. Thus, this study investigated whether creative problem-solving can foster meta-moral cognitive skills. The researchers analysed solutions for a vignette based on real-life experience involving an ethical issue by 51 pre-service teachers using creative problem-solving processes: problem definition, information gathering, concept selection, conceptual combination and reorganization, idea generation, idea evaluation, solution monitoring, and implementation planning. A qualitative analysis of the responses showed that creative problem-solving supported pre-service teachers in identifying the rationale and criticisms of their ethical judgments and limitations in their proposed solutions. The implication is that it is crucial for prospective teachers to undergo training in creative problem-solving of various ethical dilemmas as part of their curriculum.

承认道德判断的优缺点，即元道德认知技能，能使职前教师做出更好的决定。通过创造性地解决问题来进行批判性思考，可以通过分析道德决策过程的不同阶段来对其进行批判性评估。因此，本研究调查了创造性地解决问题能否培养元道德认知能力。研究人员分析了 51 名职前教师利用创造性问题解决过程（问题定义、信息收集、概念选择、概念组合和重组、想法生成、想法评估、解决方案监控和实施计划）为一个基于真实经验的小故事提供的涉及道德问题的解决方案。对答复的定性分析显示，创造性地解决问题有助于职前教师确定其道德判断的理由和批评意见，以及所提解决方案的局限性。这意味着，作为课程的一部分，对未来教师进行创造性地解决各种伦理困境的培训至关重要。

{"title":"Fostering meta-moral cognitive skills among pre-service teachers using creative problem-solving processes","authors":"Reena Cheruvalath, Shirodkar Pratiksha Chandrakant","doi":"10.1016/j.tsc.2024.101670","DOIUrl":"10.1016/j.tsc.2024.101670","url":null,"abstract":"<div><div>Acknowledging strengths and weaknesses of an ethical judgment, called meta-moral cognitive skills, enables pre-service teachers to make better decisions. Engaging in critical thinking with creative problem-solving can critically evaluate ethical decision-making processes by analysing their different stages. Thus, this study investigated whether creative problem-solving can foster meta-moral cognitive skills. The researchers analysed solutions for a vignette based on real-life experience involving an ethical issue by 51 pre-service teachers using creative problem-solving processes: problem definition, information gathering, concept selection, conceptual combination and reorganization, idea generation, idea evaluation, solution monitoring, and implementation planning. A qualitative analysis of the responses showed that creative problem-solving supported pre-service teachers in identifying the rationale and criticisms of their ethical judgments and limitations in their proposed solutions. The implication is that it is crucial for prospective teachers to undergo training in creative problem-solving of various ethical dilemmas as part of their curriculum.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"54 ","pages":"Article 101670"},"PeriodicalIF":3.7,"publicationDate":"2024-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142533677","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

Application of clinical case-guided, task-driven escape room teaching in nursing education: A quasi-experimental study 在护理教育中应用临床案例指导、任务驱动的逃生室教学：准实验研究

IF 3.7 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2024-10-22 DOI: 10.1016/j.tsc.2024.101669

Yanfei Zhou , Xiaoguo Zhang , Yiqian Fang , Yu Feng , Rong Tang , Xi Cao , Yuanyuan Wang , Qian Yang

Background

In the new era, the professional ability requirements for nursing personnel are no longer limited to traditional nursing knowledge and skills, but pay more attention to the cultivation and enhancement of their diversified abilities, such as humanistic caring ability, creative thinking, and so on. As a new type of education model that integrates gamification, flipped learning, and problem-based learning, escape room teaching plays an important role in effectively developing and stimulating students' humanistic care ability and creative thinking.

Purpose

To investigate the effectiveness of an Escape Room teaching approach, clinical cases (C) as guide (G) and task (T) as driver (D) , within the CGTD model in the undergraduate Adult Nursing course.

Method

Using purposive sampling, 108 undergraduate nursing students in the class of 2020 were selected as the study subjects, and 11 innovative escape room teaching activities were conducted. Real clinical cases were selected, so that the student teams were immersed in clinical scenarios to complete the escape room game focusing on circulatory care, and the humanistic caring and creative thinking of the students in the two groups were compared before and after the intervention.

Results

Nursing students' humanistic care and creative thinking scores at the end of the instruction were significantly better than those before the escape room instruction (P<0.05).

Conclusion

The use of the CGTD-based escape room teaching method applied to adult nursing practice courses is an innovative teaching strategy that integrates theoretical knowledge into the game, which can significantly improve undergraduate nursing students' humanistic caring ability and creative thinking.

背景新时期，对护理人员的职业能力要求不再局限于传统的护理知识和技能，而是更加注重其多元化能力的培养和提升，如人文关怀能力、创新思维能力等。逃生室教学作为一种集游戏化教学、翻转学习、问题式学习于一体的新型教育模式，在有效培养和激发学生人文关怀能力和创造性思维方面发挥着重要作用。方法采用目的性抽样，选取2020级护理本科生108人作为研究对象，开展11次创新性密室逃脱教学活动。选取真实的临床病例，让学生团队沉浸在临床场景中完成以循环护理为主的密室逃脱游戏，比较干预前后两组学生的人文关怀和创新思维情况.结果教学结束后护生的人文关怀和创新思维得分明显优于密室逃脱教学前（P<0.05）.结论基于CGTD的密室逃脱教学法应用于成人护理实践课程是一种将理论知识融入游戏的创新教学策略，能显著提高护理本科生的人文关怀能力和创造性思维能力。

{"title":"Application of clinical case-guided, task-driven escape room teaching in nursing education: A quasi-experimental study","authors":"Yanfei Zhou , Xiaoguo Zhang , Yiqian Fang , Yu Feng , Rong Tang , Xi Cao , Yuanyuan Wang , Qian Yang","doi":"10.1016/j.tsc.2024.101669","DOIUrl":"10.1016/j.tsc.2024.101669","url":null,"abstract":"<div><h3>Background</h3><div>In the new era, the professional ability requirements for nursing personnel are no longer limited to traditional nursing knowledge and skills, but pay more attention to the cultivation and enhancement of their diversified abilities, such as humanistic caring ability, creative thinking, and so on. As a new type of education model that integrates gamification, flipped learning, and problem-based learning, escape room teaching plays an important role in effectively developing and stimulating students' humanistic care ability and creative thinking.</div></div><div><h3>Purpose</h3><div>To investigate the effectiveness of an Escape Room teaching approach, clinical cases (C) as guide (G) and task (T) as driver (D) , within the CGTD model in the undergraduate Adult Nursing course.</div></div><div><h3>Method</h3><div>Using purposive sampling, 108 undergraduate nursing students in the class of 2020 were selected as the study subjects, and 11 innovative escape room teaching activities were conducted. Real clinical cases were selected, so that the student teams were immersed in clinical scenarios to complete the escape room game focusing on circulatory care, and the humanistic caring and creative thinking of the students in the two groups were compared before and after the intervention.</div></div><div><h3>Results</h3><div>Nursing students' humanistic care and creative thinking scores at the end of the instruction were significantly better than those before the escape room instruction (P<0.05).</div></div><div><h3>Conclusion</h3><div>The use of the CGTD-based escape room teaching method applied to adult nursing practice courses is an innovative teaching strategy that integrates theoretical knowledge into the game, which can significantly improve undergraduate nursing students' humanistic caring ability and creative thinking.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"54 ","pages":"Article 101669"},"PeriodicalIF":3.7,"publicationDate":"2024-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142573394","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

Enhancing classroom climate and emotional intelligence through board games: A mixed-methods case study with moroccan students of spanish as a foreign language 通过棋盘游戏提升课堂气氛和情商：以摩洛哥西班牙语作为外语的学生为对象的混合方法案例研究

IF 3.7 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2024-10-19 DOI: 10.1016/j.tsc.2024.101668

José M. Rodríguez-Ferrer , Ana Manzano-León , Anastasio García-Roca

This mixed-methods case study explores the impact of board games on enhancing classroom climate and emotional intelligence among Moroccan students learning Spanish as a foreign language. The research employed a sample of 86 students. The experimental group implemented board games as an educational intervention over six sessions. The mixed-methods design incorporated quantitative surveys to assess changes in classroom climate and emotional intelligence and qualitative interviews to delve deeper into the students' perceptions and experiences. The findings indicate that board games positively affect classroom climate and emotional intelligence by fostering a collaborative and engaging learning environment. Qualitative results further reveal that the experience was universally perceived as enjoyable, engaging, and conducive to collaborative creativity. However, this study acknowledges some limitations, such as a relatively small sample size and the short-term nature of the intervention. Future research should investigate larger and more diverse samples, employing longitudinal studies to assess the long-term sustainability of these effects. In conclusion, this research illuminates the potential of board games as a valuable tool for enhancing a positive classroom climate, ultimately enriching the educational experience for students of Spanish as a foreign language.

这项混合方法案例研究探讨了棋盘游戏对摩洛哥学习西班牙语作为外语的学生改善课堂气氛和提高情商的影响。研究采用了 86 名学生作为样本。实验组将棋盘游戏作为教育干预措施，共进行了六节课。混合方法设计包括定量调查和定性访谈，前者用于评估课堂气氛和情商的变化，后者用于深入了解学生的看法和体验。研究结果表明，棋盘游戏通过营造协作和参与式的学习环境，对课堂气氛和情商产生了积极影响。定性结果进一步表明，学生们普遍认为这种体验是愉快的、有吸引力的，而且有利于合作创造。不过，本研究也承认存在一些局限性，如样本量相对较小和干预措施的短期性。未来的研究应该调查更大、更多样化的样本，采用纵向研究来评估这些效果的长期可持续性。总之，本研究揭示了棋盘游戏作为一种宝贵工具的潜力，它可以增强积极的课堂氛围，最终丰富西班牙语作为一门外语的学生的教育体验。

{"title":"Enhancing classroom climate and emotional intelligence through board games: A mixed-methods case study with moroccan students of spanish as a foreign language","authors":"José M. Rodríguez-Ferrer , Ana Manzano-León , Anastasio García-Roca","doi":"10.1016/j.tsc.2024.101668","DOIUrl":"10.1016/j.tsc.2024.101668","url":null,"abstract":"<div><div>This mixed-methods case study explores the impact of board games on enhancing classroom climate and emotional intelligence among Moroccan students learning Spanish as a foreign language. The research employed a sample of 86 students. The experimental group implemented board games as an educational intervention over six sessions. The mixed-methods design incorporated quantitative surveys to assess changes in classroom climate and emotional intelligence and qualitative interviews to delve deeper into the students' perceptions and experiences. The findings indicate that board games positively affect classroom climate and emotional intelligence by fostering a collaborative and engaging learning environment. Qualitative results further reveal that the experience was universally perceived as enjoyable, engaging, and conducive to collaborative creativity. However, this study acknowledges some limitations, such as a relatively small sample size and the short-term nature of the intervention. Future research should investigate larger and more diverse samples, employing longitudinal studies to assess the long-term sustainability of these effects. In conclusion, this research illuminates the potential of board games as a valuable tool for enhancing a positive classroom climate, ultimately enriching the educational experience for students of Spanish as a foreign language.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"54 ","pages":"Article 101668"},"PeriodicalIF":3.7,"publicationDate":"2024-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142561342","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

Geo-Virtual Reality (GVR): The creative materials to construct spatial thinking skills using virtual learning based metaverse technology 地理虚拟现实（GVR）：利用基于虚拟学习的元宇宙技术构建空间思维能力的创意材料

IF 3.7 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2024-10-18 DOI: 10.1016/j.tsc.2024.101664

Purwanto , Ahmad Hamdan , Alfyananda Kurnia Putra , Aripriharta , Ivy Tan , Siti Nur Farihah

Integration between technology, pedagogic, and knowledge are an important requirement in learning geography. This requires support from learning media that adapts to the times. This era's learning media focuses more on Augmented Reality, Virtual Reality, and other technologies that give students the impression that they are seeing an object directly. This article aims to develop metaverse-based learning media in Geo-Virtual Reality. The method used is ADDIE (Analysis, Design, Development, Implementation and Evaluation)., a pre-test and post-test were carried out to test the influence and effectiveness of the media on students' spatial thinking skills. The influence was measured using the Paired Sample T-test, while the effectiveness was analyzed uses the N-Gain Score. The research results show sig < 0.05, indicating that Geo-Virtual Reality (GVR) in learning affects students' spatial thinking skills. Meanwhile, the effectiveness test shows an N-Gain of 0.47 (medium level), which shows that the media can improve students' spatial thinking skills. However, what needs to be realized is that the use of media must be accompanied by a teacher who masters the content and can convey it to students to obtain optimal results.

技术、教学和知识之间的整合是学习地理的重要要求。这需要与时俱进的学习媒体的支持。这个时代的学习媒体更注重增强现实（Augmented Reality）、虚拟现实（Virtual Reality）等技术，让学生有一种直接看到物体的感觉。本文旨在开发基于 Geo-Virtual Reality 的元宇宙学习媒体。采用的方法是 ADDIE（分析、设计、开发、实施和评估），并进行了前测和后测，以检验媒体对学生空间思维能力的影响和效果。影响采用配对样本 T 检验，效果采用 N-增益得分分析。研究结果显示，sig < 0.05，表明地理虚拟现实（GVR）在学习中会影响学生的空间思维能力。同时，效果检验显示 N-Gain 为 0.47（中等水平），这表明该媒体可以提高学生的空间思维能力。然而，需要认识到的是，媒体的使用必须有教师的配合，教师必须掌握教学内容并能将其传达给学生，这样才能取得最佳效果。

{"title":"Geo-Virtual Reality (GVR): The creative materials to construct spatial thinking skills using virtual learning based metaverse technology","authors":"Purwanto , Ahmad Hamdan , Alfyananda Kurnia Putra , Aripriharta , Ivy Tan , Siti Nur Farihah","doi":"10.1016/j.tsc.2024.101664","DOIUrl":"10.1016/j.tsc.2024.101664","url":null,"abstract":"<div><div>Integration between technology, pedagogic, and knowledge are an important requirement in learning geography. This requires support from learning media that adapts to the times. This era's learning media focuses more on Augmented Reality, Virtual Reality, and other technologies that give students the impression that they are seeing an object directly. This article aims to develop metaverse-based learning media in Geo-Virtual Reality. The method used is ADDIE (Analysis, Design, Development, Implementation and Evaluation)., a pre-test and post-test were carried out to test the influence and effectiveness of the media on students' spatial thinking skills. The influence was measured using the Paired Sample T-test, while the effectiveness was analyzed uses the N-Gain Score. The research results show sig < 0.05, indicating that Geo-Virtual Reality (GVR) in learning affects students' spatial thinking skills. Meanwhile, the effectiveness test shows an N-Gain of 0.47 (medium level), which shows that the media can improve students' spatial thinking skills. However, what needs to be realized is that the use of media must be accompanied by a teacher who masters the content and can convey it to students to obtain optimal results.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"54 ","pages":"Article 101664"},"PeriodicalIF":3.7,"publicationDate":"2024-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142573393","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

Modeling the contribution of grit, hope to perceptions of creativity among Chinese college EFL teachers 中国高校英语教师的勇气和希望对创造力感知的贡献建模

IF 3.7 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2024-10-16 DOI: 10.1016/j.tsc.2024.101665

Jialing Sun, Yanyan Wang

Although the importance of creativity is recognized in education, there is a dearth of research on how teachers’ commitment to students’ creative development is influenced by positive constructs. Therefore, the present study has examined how grit and hope facilitate teachers’ perceptions of creativity based on a modified Teaching for Creativity Scale (TCS) via the lens of positive psychology. For this purpose, data were gathered from 101 English as a foreign language (EFL) teachers. Then two structural models were constructed by partial least squares structural equation modeling (PLS-SEM) to examine the relationships among two sub-dimensions of grit: persistence of effort (PE) and consistency of interest (CI), hope, and TCS and self-perceived creativity (SPC). Results suggest that the revised instrument, TCS indicated high reliability and validity with a 4-factor structure. Secondly, there were significantly positive bivariate correlations among grit, hope, TCS, and SPC. Thirdly, the final two models fit the data sufficiently and CI positively affected both TCS and SPC through the mediator, hope. In contrast, PE could only directly predict TCS, not hope or SPC. Educational implications are also offered.

尽管创造力在教育中的重要性已得到认可，但有关教师对学生创造力发展的承诺如何受到积极建构因素影响的研究却十分匮乏。因此，本研究通过积极心理学的视角，以修订后的创造力教学量表（TCS）为基础，探讨了勇气和希望如何促进教师对创造力的认知。为此，本研究收集了 101 名英语作为外语（EFL）教师的数据。然后，通过偏最小二乘结构方程建模（PLS-SEM）构建了两个结构模型，以研究勇气的两个子维度：努力的持久性（PE）和兴趣的一致性（CI）、希望、TCS 和自我认知创造力（SPC）之间的关系。结果表明，修订后的工具 TCS 具有较高的信度和效度，其结构为 4 因子结构。其次，勇气、希望、TCS 和 SPC 之间存在明显的正相关。第三，最终的两个模型充分拟合了数据，CI 通过希望这一中介因素对 TCS 和 SPC 产生了积极影响。相反，体育只能直接预测 TCS，而不能预测希望或 SPC。本文还提出了一些教育启示。

{"title":"Modeling the contribution of grit, hope to perceptions of creativity among Chinese college EFL teachers","authors":"Jialing Sun, Yanyan Wang","doi":"10.1016/j.tsc.2024.101665","DOIUrl":"10.1016/j.tsc.2024.101665","url":null,"abstract":"<div><div>Although the importance of creativity is recognized in education, there is a dearth of research on how teachers’ commitment to students’ creative development is influenced by positive constructs. Therefore, the present study has examined how grit and hope facilitate teachers’ perceptions of creativity based on a modified Teaching for Creativity Scale (TCS) via the lens of positive psychology. For this purpose, data were gathered from 101 English as a foreign language (EFL) teachers. Then two structural models were constructed by partial least squares structural equation modeling (PLS-SEM) to examine the relationships among two sub-dimensions of grit: persistence of effort (PE) and consistency of interest (CI), hope, and TCS and self-perceived creativity (SPC). Results suggest that the revised instrument, TCS indicated high reliability and validity with a 4-factor structure. Secondly, there were significantly positive bivariate correlations among grit, hope, TCS, and SPC. Thirdly, the final two models fit the data sufficiently and CI positively affected both TCS and SPC through the mediator, hope. In contrast, PE could only directly predict TCS, not hope or SPC. Educational implications are also offered.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"54 ","pages":"Article 101665"},"PeriodicalIF":3.7,"publicationDate":"2024-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142534156","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

Mental imagery in education: What impact on the relationships with visuospatial processing and school performance in junior high school students? 教育中的心理想象：心理想象对初中生的视觉空间处理和学习成绩有何影响？

IF 3.7 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2024-10-16 DOI: 10.1016/j.tsc.2024.101667

Elena Commodari , Jasmine Sole , Maria Guarnera , Valentina Lucia La Rosa

This study examined the relationship between mental imagery, visuospatial processing, and academic performance among junior high school students. The influence of these variables on learning outcomes in Italian, mathematics, art, and music was also investigated. Third-year students were tested using the Mental Imagery Test and Raven's Progressive Matrices. Gender differences were explored, revealing no significant differences in mental imagery and visuospatial processing. Higher mental imagery correlated with better academic performance, particularly in Italian and mathematics. Visuospatial processing mediated the relationship between mental imagery and academic performance in Italian and mathematics, suggesting its significant role in these subjects. However, this mediation was not significant for music and art, suggesting the involvement of alternative cognitive mechanisms. These findings highlight the importance of mental imagery and visuospatial processing in academic success, particularly in abstract subjects, and advocate for educational strategies targeting these cognitive domains to enhance not only student performance but also creativity and thinking skills.

本研究探讨了初中生心理想象、视觉空间处理和学习成绩之间的关系。研究还探讨了这些变量对意大利语、数学、美术和音乐学习成绩的影响。研究使用心理想象测验和瑞文渐进矩阵对初三学生进行了测试。对性别差异进行了探讨，结果显示，心理想象和视觉空间处理方面没有显著差异。心理想象力越高，学习成绩越好，尤其是意大利语和数学。视觉空间处理对心理想象与意大利语和数学学习成绩之间的关系起着中介作用，表明它在这些科目中起着重要作用。然而，这种中介作用在音乐和美术中并不显著，这表明有其他认知机制的参与。这些发现强调了心理想象和视觉空间处理对学业成功的重要性，尤其是在抽象学科中，并提倡针对这些认知领域的教育策略，以不仅提高学生的成绩，而且提高他们的创造力和思维能力。

{"title":"Mental imagery in education: What impact on the relationships with visuospatial processing and school performance in junior high school students?","authors":"Elena Commodari , Jasmine Sole , Maria Guarnera , Valentina Lucia La Rosa","doi":"10.1016/j.tsc.2024.101667","DOIUrl":"10.1016/j.tsc.2024.101667","url":null,"abstract":"<div><div>This study examined the relationship between mental imagery, visuospatial processing, and academic performance among junior high school students. The influence of these variables on learning outcomes in Italian, mathematics, art, and music was also investigated. Third-year students were tested using the Mental Imagery Test and Raven's Progressive Matrices. Gender differences were explored, revealing no significant differences in mental imagery and visuospatial processing. Higher mental imagery correlated with better academic performance, particularly in Italian and mathematics. Visuospatial processing mediated the relationship between mental imagery and academic performance in Italian and mathematics, suggesting its significant role in these subjects. However, this mediation was not significant for music and art, suggesting the involvement of alternative cognitive mechanisms. These findings highlight the importance of mental imagery and visuospatial processing in academic success, particularly in abstract subjects, and advocate for educational strategies targeting these cognitive domains to enhance not only student performance but also creativity and thinking skills.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"54 ","pages":"Article 101667"},"PeriodicalIF":3.7,"publicationDate":"2024-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142533678","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0