Pub Date : 2024-10-15DOI: 10.1016/j.tsc.2024.101666
Jeb S. Puryear , Kristen N. Lamb
Creativity is routinely articulated as a goal of education, yet teachers struggle to support it in the classroom. Building on previous studies examining the prevalence and predictors of neuromyths and creativity myths, researchers investigated the level of scientific knowledge about creativity within a sample of classroom teachers (n = 219). Results suggested knowledge differences between teachers and the general population, generally reinforced previous findings regarding predictors of scientific knowledge about creativity, and demonstrated the importance of creativity knowledge in supporting creativity as an essential part of education. Implications for teacher access to scientific knowledge and creativity training are discussed.
{"title":"Creativity knowledge of classroom teachers: Predictors and correlates","authors":"Jeb S. Puryear , Kristen N. Lamb","doi":"10.1016/j.tsc.2024.101666","DOIUrl":"10.1016/j.tsc.2024.101666","url":null,"abstract":"<div><div>Creativity is routinely articulated as a goal of education, yet teachers struggle to support it in the classroom. Building on previous studies examining the prevalence and predictors of neuromyths and creativity myths, researchers investigated the level of scientific knowledge about creativity within a sample of classroom teachers (<em>n</em> = 219). Results suggested knowledge differences between teachers and the general population, generally reinforced previous findings regarding predictors of scientific knowledge about creativity, and demonstrated the importance of creativity knowledge in supporting creativity as an essential part of education. Implications for teacher access to scientific knowledge and creativity training are discussed.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"54 ","pages":"Article 101666"},"PeriodicalIF":3.7,"publicationDate":"2024-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142440982","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 : 2024-10-15DOI: 10.1016/j.tsc.2024.101662
Lokman Tahir , Mohd Shafie Rosli , Aede Hatib Musta'mal , Abdul Rahim Abdul Rahman
Creativity research suggests the profound effect of leadership on the social environment that influences creativity within organisations. Despite numerous studies that claimed a role for leadership in nurturing creativity, the effects of instructional and innovative leadership on creativity development leading to organisational growth have remained largely overlooked. Therefore, this study examines the influence of leadership on teachers’ creativity. Data were collected from 369 teachers serving in secondary schools in Malaysia. In addition, three principals were also interviewed to understand how school leadership strategies can enhance teachers’ creativity within the school context. In addition, their challenges in supporting teachers’ creativity and innovation were explored. Results indicate that they mostly preferred instructional leadership rather than innovative leadership which aimed to influence their creativity. Findings from the structural model have confirmed that instructional leadership was the most preferred leadership practice compared to innovative leadership when enhancing teacher creativity. In exploring support for creativity, principals mainly used incentive and informal support and encouragement with teachers. In understanding principals’ constraints, senior teachers who are reluctant to change and principals’ heavy workloads and shortage of time are mentioned as challenges that principals need to face while supporting teachers’ creativity in schools. This study recommends that school leaders must possess sufficient knowledge and skill to support teachers’ creativity which requires that school leaders are open to and supportive of creative activities. The results also indicate that school leaders need to understand teachers’ requirements as providers of creative teaching and learning.
{"title":"Nurturing teachers’ creativity: Exploring leadership roles and constraints","authors":"Lokman Tahir , Mohd Shafie Rosli , Aede Hatib Musta'mal , Abdul Rahim Abdul Rahman","doi":"10.1016/j.tsc.2024.101662","DOIUrl":"10.1016/j.tsc.2024.101662","url":null,"abstract":"<div><div>Creativity research suggests the profound effect of leadership on the social environment that influences creativity within organisations. Despite numerous studies that claimed a role for leadership in nurturing creativity, the effects of instructional and innovative leadership on creativity development leading to organisational growth have remained largely overlooked. Therefore, this study examines the influence of leadership on teachers’ creativity. Data were collected from 369 teachers serving in secondary schools in Malaysia. In addition, three principals were also interviewed to understand how school leadership strategies can enhance teachers’ creativity within the school context. In addition, their challenges in supporting teachers’ creativity and innovation were explored. Results indicate that they mostly preferred instructional leadership rather than innovative leadership which aimed to influence their creativity. Findings from the structural model have confirmed that instructional leadership was the most preferred leadership practice compared to innovative leadership when enhancing teacher creativity. In exploring support for creativity, principals mainly used incentive and informal support and encouragement with teachers. In understanding principals’ constraints, senior teachers who are reluctant to change and principals’ heavy workloads and shortage of time are mentioned as challenges that principals need to face while supporting teachers’ creativity in schools. This study recommends that school leaders must possess sufficient knowledge and skill to support teachers’ creativity which requires that school leaders are open to and supportive of creative activities. The results also indicate that school leaders need to understand teachers’ requirements as providers of creative teaching and learning.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"54 ","pages":"Article 101662"},"PeriodicalIF":3.7,"publicationDate":"2024-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142534157","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 : 2024-10-13DOI: 10.1016/j.tsc.2024.101660
Ashleigh Southam , Jamie Costley
This research examines how modelling, a common instructional technique where a teacher or expert demonstrates a task or skill, impacts students' creative expression in artistic disciplines like music, dance, and visual arts. The study specifically focuses on elementary students engaged in creative collaboration activities, generating movements to music and altering lyrics to a folk song. Through audio and video recordings of student activity, the study observed how students interacted with both the teacher's and their peers' modelled examples. The findings indicate that students often imitated the teacher's examples and adhere closely to the model, creating some confusion for students during idea generation and the rejection of certain ideas.
Findings show that in lessons where creative activities are designed to elicit a variety of ideas and make connections, how students interpret modelling can be complex. This highlights the need for clear communication about the intended use of modelling. Despite the small sample size, the study provides initial insights into the challenges and complexities of using modelling in creative educational tasks, emphasising the balance between imitation and creativity.
{"title":"The role of modelling during instruction in collaborative creativity","authors":"Ashleigh Southam , Jamie Costley","doi":"10.1016/j.tsc.2024.101660","DOIUrl":"10.1016/j.tsc.2024.101660","url":null,"abstract":"<div><div>This research examines how modelling, a common instructional technique where a teacher or expert demonstrates a task or skill, impacts students' creative expression in artistic disciplines like music, dance, and visual arts. The study specifically focuses on elementary students engaged in creative collaboration activities, generating movements to music and altering lyrics to a folk song. Through audio and video recordings of student activity, the study observed how students interacted with both the teacher's and their peers' modelled examples. The findings indicate that students often imitated the teacher's examples and adhere closely to the model, creating some confusion for students during idea generation and the rejection of certain ideas.</div><div>Findings show that in lessons where creative activities are designed to elicit a variety of ideas and make connections, how students interpret modelling can be complex. This highlights the need for clear communication about the intended use of modelling. Despite the small sample size, the study provides initial insights into the challenges and complexities of using modelling in creative educational tasks, emphasising the balance between imitation and creativity.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"54 ","pages":"Article 101660"},"PeriodicalIF":3.7,"publicationDate":"2024-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142533676","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}
Appraisals, particularly their positive or negative valences, play a critical regulatory role in design thinking. The shift in appraisals holds significant research potential in the realm of team creativity. This study examines the relationship between appraisal shifts and the creative process within design teams, with a focus on collaborative design in a service design environment.
By observing the dynamic changes in appraisals among team members at the micro-process level, we explore how these shifts are associated with team creativity. The study analyzed the interactions of 11 teams engaged in a structured experiment based on the double diamond model, utilizing video recordings and a comprehensive coding system to track the positive-negative shifts in appraisals.
The findings indicate that appraisal shifts not only play a crucial role in the design process but also that their dynamic characteristics are somewhat related to the teams' creative performance. The study also compares how design teams perform differently in the problem and solution phases, emphasizing balanced attention to both phases. Additionally, a novel aspect of this study is the use of timeline visualizations to illustrate appraisal shifts, providing deeper insights into the interactions between team members and creative outputs.
This research contributes to our understanding of the dynamic creative processes within design teams, offering valuable insights for optimizing team interaction patterns and enhancing the efficiency of design innovation.
{"title":"Vibration of creativity: Exploring the relationship between appraisal shift and creative process in design teams","authors":"Yunxiang Shi, Ying Hu, Yiming Bai, Zihan Zhou, Ziling Liang, Youyu Jiang, Xing Du","doi":"10.1016/j.tsc.2024.101663","DOIUrl":"10.1016/j.tsc.2024.101663","url":null,"abstract":"<div><div>Appraisals, particularly their positive or negative valences, play a critical regulatory role in design thinking. The shift in appraisals holds significant research potential in the realm of team creativity. This study examines the relationship between appraisal shifts and the creative process within design teams, with a focus on collaborative design in a service design environment.</div><div>By observing the dynamic changes in appraisals among team members at the micro-process level, we explore how these shifts are associated with team creativity. The study analyzed the interactions of 11 teams engaged in a structured experiment based on the double diamond model, utilizing video recordings and a comprehensive coding system to track the positive-negative shifts in appraisals.</div><div>The findings indicate that appraisal shifts not only play a crucial role in the design process but also that their dynamic characteristics are somewhat related to the teams' creative performance. The study also compares how design teams perform differently in the problem and solution phases, emphasizing balanced attention to both phases. Additionally, a novel aspect of this study is the use of timeline visualizations to illustrate appraisal shifts, providing deeper insights into the interactions between team members and creative outputs.</div><div>This research contributes to our understanding of the dynamic creative processes within design teams, offering valuable insights for optimizing team interaction patterns and enhancing the efficiency of design innovation.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"54 ","pages":"Article 101663"},"PeriodicalIF":3.7,"publicationDate":"2024-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142538840","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 : 2024-10-10DOI: 10.1016/j.tsc.2024.101657
Pei Chen , Zhuoshu Li , Yexinrui Wu , Hongbo Zhang , Jiaxuan Zhou , Lingyun Sun
During conceptual design, creative stimuli are an external source of inspiration to support students’ ideation process. Although existing research has explored the roles of creative stimuli, they rarely consider the intertwined influence brought by stimuli’s multiple characteristics, and overlook variations in stimuli’s effectiveness at different design phases. To fill this gap, this research conducted a experiment, involving 72 design students in a three-phase design process and presenting combinations of textual and visual stimuli at distinct fidelities. We assessed different stimulus combinations’ influence on creativity, and employed behavior coding and linkograph to reveal students’ behavior and cognitive patterns throughout the process. The results revealed the mutual influence between the fidelity of texts and images, and students commonly needed more concrete stimuli in later design phases. Furthermore, students provided with different stimulus combinations exhibited variations in time allocation for behaviors including task analysis, idea generation, and evaluation, and they employed distinct approaches to generate new ideas. These findings highlight the necessity for design educators to dynamically provide creative stimuli based on the design phase, educational objective, and students’ state.
{"title":"Modality and fidelity: Understanding how creative stimulus combinations impact design outcomes and process across different conceptual design phases","authors":"Pei Chen , Zhuoshu Li , Yexinrui Wu , Hongbo Zhang , Jiaxuan Zhou , Lingyun Sun","doi":"10.1016/j.tsc.2024.101657","DOIUrl":"10.1016/j.tsc.2024.101657","url":null,"abstract":"<div><div>During conceptual design, creative stimuli are an external source of inspiration to support students’ ideation process. Although existing research has explored the roles of creative stimuli, they rarely consider the intertwined influence brought by stimuli’s multiple characteristics, and overlook variations in stimuli’s effectiveness at different design phases. To fill this gap, this research conducted a <span><math><mrow><mn>3</mn><mo>×</mo><mn>3</mn></mrow></math></span> experiment, involving 72 design students in a three-phase design process and presenting combinations of textual and visual stimuli at distinct fidelities. We assessed different stimulus combinations’ influence on creativity, and employed behavior coding and linkograph to reveal students’ behavior and cognitive patterns throughout the process. The results revealed the mutual influence between the fidelity of texts and images, and students commonly needed more concrete stimuli in later design phases. Furthermore, students provided with different stimulus combinations exhibited variations in time allocation for behaviors including task analysis, idea generation, and evaluation, and they employed distinct approaches to generate new ideas. These findings highlight the necessity for design educators to dynamically provide creative stimuli based on the design phase, educational objective, and students’ state.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"54 ","pages":"Article 101657"},"PeriodicalIF":3.7,"publicationDate":"2024-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142552720","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}
This study aimed to investigate the extent to which prospective teachers’ noticing skills develop while they engage in argumentation on students' mathematical thinking regarding fractions. The study consisted of 10 third-year prospective teachers participating in online methods of teaching mathematics course. Classroom teaching experiment design was used where 8 sessions of teaching experiments were conducted. Data involved pre and post-tests, interviews, video recordings, daily reports, and post-discussion reflection papers. Findings revealed that prospective teachers' noticing skills of attending to students' strategies and making sense of their understanding were enhanced after their involvement in the classroom teaching experiment. Findings were discussed within the scope of the noticing literature.
{"title":"Nurturing prospective teachers noticing skills through argumentation: The case of fractions","authors":"Mine Işıksal-Bostan , Emine Çatman-Aksoy , Reyhan Tekin-Sitrava","doi":"10.1016/j.tsc.2024.101659","DOIUrl":"10.1016/j.tsc.2024.101659","url":null,"abstract":"<div><div>This study aimed to investigate the extent to which prospective teachers’ noticing skills develop while they engage in argumentation on students' mathematical thinking regarding fractions. The study consisted of 10 third-year prospective teachers participating in online methods of teaching mathematics course. Classroom teaching experiment design was used where 8 sessions of teaching experiments were conducted. Data involved pre and post-tests, interviews, video recordings, daily reports, and post-discussion reflection papers. Findings revealed that prospective teachers' noticing skills of attending to students' strategies and making sense of their understanding were enhanced after their involvement in the classroom teaching experiment. Findings were discussed within the scope of the noticing literature.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"54 ","pages":"Article 101659"},"PeriodicalIF":3.7,"publicationDate":"2024-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142444705","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 : 2024-10-02DOI: 10.1016/j.tsc.2024.101658
Xiao-Ming Wang , Xiao-Tong Huang , Wen-Qing Zhou
Developing problem solving in university students is a crucial topic in education today. Based on existing theories and research, this study proposed nine hypotheses as well as constructed a chained dual-mediation model to investigate the pathways through which college students' self-efficacy affects problem-solving disposition. The obtained influence path model fully considered the relationship between self-efficacy and problem-solving disposition, and investigated the mediating roles of metacognition disposition and critical thinking disposition between the two. The study used scales to collect data from 346 university students from East China, including their self-efficacy, metacognition disposition, critical thinking disposition, and problem-solving disposition. The study underwent a rigorous validation process, and the scales were confirmed to have satisfactory reliability, structural validity, convergent validity, and discriminant validity suitable for conducting structural equation modelling. The structural equation modelling supported eight of the proposed nine hypotheses and confirmed the chained dual mediating role of metacognition disposition and critical thinking disposition between self-efficacy and problem-solving disposition. The study concluded that these four variables are significantly and positively correlated and that university students' self-efficacy can have an effect on problem solving disposition through metacognition disposition and critical thinking disposition. Therefore, to better develop university students' problem-solving disposition, educators need to not only help them develop positive self-efficacy beliefs, but also promote the development of their metacognition disposition and critical thinking disposition.
{"title":"The effect of university students' self-efficacy on problem-solving disposition: The chained dual mediating role of metacognition disposition and critical thinking disposition","authors":"Xiao-Ming Wang , Xiao-Tong Huang , Wen-Qing Zhou","doi":"10.1016/j.tsc.2024.101658","DOIUrl":"10.1016/j.tsc.2024.101658","url":null,"abstract":"<div><div>Developing problem solving in university students is a crucial topic in education today. Based on existing theories and research, this study proposed nine hypotheses as well as constructed a chained dual-mediation model to investigate the pathways through which college students' self-efficacy affects problem-solving disposition. The obtained influence path model fully considered the relationship between self-efficacy and problem-solving disposition, and investigated the mediating roles of metacognition disposition and critical thinking disposition between the two. The study used scales to collect data from 346 university students from East China, including their self-efficacy, metacognition disposition, critical thinking disposition, and problem-solving disposition. The study underwent a rigorous validation process, and the scales were confirmed to have satisfactory reliability, structural validity, convergent validity, and discriminant validity suitable for conducting structural equation modelling. The structural equation modelling supported eight of the proposed nine hypotheses and confirmed the chained dual mediating role of metacognition disposition and critical thinking disposition between self-efficacy and problem-solving disposition. The study concluded that these four variables are significantly and positively correlated and that university students' self-efficacy can have an effect on problem solving disposition through metacognition disposition and critical thinking disposition. Therefore, to better develop university students' problem-solving disposition, educators need to not only help them develop positive self-efficacy beliefs, but also promote the development of their metacognition disposition and critical thinking disposition.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"54 ","pages":"Article 101658"},"PeriodicalIF":3.7,"publicationDate":"2024-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142418941","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}
Mobile-assisted language learning (MALL) has gained considerable attention in foreign and second-language education. As part of a two-year project, this study employed a mixed-methods research design with 60 B2-level learners of English as a foreign language. The primary purpose of this study is to investigate the impact of repetitive listening and listening duration on participants' listening comprehension, speaking, critical thinking, listening strategies, and self-regulated learning strategies. The participants were divided into two groups, with the experimental group (n = 30) participating in the innovative Mobile Extensive Listening and Podcasting (MELAP) intervention. MELAP is a novel approach within the MALL framework that involves extensive listening to podcasts in the target language, content creation, and podcasting. The ten-week treatment revealed that unlike in previous studies, our experimental group improved not only in listening comprehension but also demonstrated significant gains in speaking skills and critical thinking. Notably, enhanced critical thinking skills were observed, correlated with an increased total listening duration and repeated extensive listening. Qualitative data analysis sheds light on how participants viewed the MELAP intervention, revealing what motivated them, what distractions they faced, and their opinions on developing and sharing podcasts. These findings emphasize the potential of the MELAP to enhance language skills and foster critical thinking in language learners, contributing to the ongoing discourse on the effectiveness of MALL.
{"title":"Enhancing language proficiency through mobile extensive listening and podcasting: A multifaceted approach to metacognition and critical thinking","authors":"Serkan Şendağ , Mustafa Caner , Nuray Gedik , Sacip Toker","doi":"10.1016/j.tsc.2024.101656","DOIUrl":"10.1016/j.tsc.2024.101656","url":null,"abstract":"<div><div>Mobile-assisted language learning (MALL) has gained considerable attention in foreign and second-language education. As part of a two-year project, this study employed a mixed-methods research design with 60 B2-level learners of English as a foreign language. The primary purpose of this study is to investigate the impact of repetitive listening and listening duration on participants' listening comprehension, speaking, critical thinking, listening strategies, and self-regulated learning strategies. The participants were divided into two groups, with the experimental group (<em>n</em> = 30) participating in the innovative Mobile Extensive Listening and Podcasting (MELAP) intervention. MELAP is a novel approach within the MALL framework that involves extensive listening to podcasts in the target language, content creation, and podcasting. The ten-week treatment revealed that unlike in previous studies, our experimental group improved not only in listening comprehension but also demonstrated significant gains in speaking skills and critical thinking. Notably, enhanced critical thinking skills were observed, correlated with an increased total listening duration and repeated extensive listening. Qualitative data analysis sheds light on how participants viewed the MELAP intervention, revealing what motivated them, what distractions they faced, and their opinions on developing and sharing podcasts. These findings emphasize the potential of the MELAP to enhance language skills and foster critical thinking in language learners, contributing to the ongoing discourse on the effectiveness of MALL.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"54 ","pages":"Article 101656"},"PeriodicalIF":3.7,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142418940","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 : 2024-09-29DOI: 10.1016/j.tsc.2024.101655
Ming-Yu Lin , Yu-Shan Chang
In an era of rapidly developing artificial intelligence (AI), nurturing AI proficiency and innovation is critical to enhance individual, corporate, and national competitiveness. This study explored the effects of hands-on learning of design thinking (HLDT) on the creative performance and brainwaves of participants involved in an AI task. The study included 67 public university students from two classes who were also pre-service teachers. The experimental group received HLDT, while the comparison group received multimedia lecture-based instruction about DT. We found that HLDT significantly positively affected the novelty, feasibility, and value of the products that were created by the students. The effect on novelty was most substantial. In addition, it significantly positively affected various stages of the creative process, including discovery, definition, ideation, implementation, and refining. The effect on the refining stage was the most pronounced. Finally, it promoted higher levels of meditation during the discovery stage, with individuals feeling more relaxed and exhibiting lower beta and gamma activity. It also encouraged higher levels of attention and meditation during the ideation stage, aiding divergent thinking. Based on these findings, we propose practical teaching recommendations for suitable contexts and key instructional content for HLDT. Additionally, we suggest areas for future research.
{"title":"Using design thinking hands-on learning to improve artificial intelligence application creativity: A study of brainwaves","authors":"Ming-Yu Lin , Yu-Shan Chang","doi":"10.1016/j.tsc.2024.101655","DOIUrl":"10.1016/j.tsc.2024.101655","url":null,"abstract":"<div><div>In an era of rapidly developing artificial intelligence (AI), nurturing AI proficiency and innovation is critical to enhance individual, corporate, and national competitiveness. This study explored the effects of hands-on learning of design thinking (HLDT) on the creative performance and brainwaves of participants involved in an AI task. The study included 67 public university students from two classes who were also pre-service teachers. The experimental group received HLDT, while the comparison group received multimedia lecture-based instruction about DT. We found that HLDT significantly positively affected the novelty, feasibility, and value of the products that were created by the students. The effect on novelty was most substantial. In addition, it significantly positively affected various stages of the creative process, including discovery, definition, ideation, implementation, and refining. The effect on the refining stage was the most pronounced. Finally, it promoted higher levels of meditation during the discovery stage, with individuals feeling more relaxed and exhibiting lower beta and gamma activity. It also encouraged higher levels of attention and meditation during the ideation stage, aiding divergent thinking. Based on these findings, we propose practical teaching recommendations for suitable contexts and key instructional content for HLDT. Additionally, we suggest areas for future research.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"54 ","pages":"Article 101655"},"PeriodicalIF":3.7,"publicationDate":"2024-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142419044","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 : 2024-09-26DOI: 10.1016/j.tsc.2024.101647
Jui-Ling Chiang , Yu-chu Yeh , Jo-Yu Lee
Scientific creativity plays a crucial role in formulating innovative solutions to complex scientific problems. This study explored the development and performance of scientific creativity among winners of a national science fair (NSF) through the perspective of resilience. The study involved 34 participants from grades 7 and 8 (comprising 15 boys and 19 girls) who were recognized with awards at the NSF. Through semi-structured interviews, this study identifies how resilience support contributes to students overcoming challenges and elevating their performance in scientific creativity. The major findings derived from quantitative content analysis are as follows: (1) Project-based learning can be an effective approach for developing resilience and scientific creativity. (2) A set of resilience support and risk factors to scientific creativity emerged, encompassing the influence of schools, teachers, peers, family, and personal traits in transforming challenges into resilience assets. (3) Considerable similarities in self-perceptions of scientific creativity and resilience processes during the NSF were noted between boys and girls. However, girls experienced more emotional struggles, yet maintained a more positive attitude in coping with negative emotions. This study offers comprehensive insights and recommends specific strategies for science education aimed at fortifying resilience and scientific creativity among adolescent students.
{"title":"Exploring the development of adolescents’ scientific creativity among science fair winners through the lens of resilience","authors":"Jui-Ling Chiang , Yu-chu Yeh , Jo-Yu Lee","doi":"10.1016/j.tsc.2024.101647","DOIUrl":"10.1016/j.tsc.2024.101647","url":null,"abstract":"<div><div>Scientific creativity plays a crucial role in formulating innovative solutions to complex scientific problems. This study explored the development and performance of scientific creativity among winners of a national science fair (NSF) through the perspective of resilience. The study involved 34 participants from grades 7 and 8 (comprising 15 boys and 19 girls) who were recognized with awards at the NSF. Through semi-structured interviews, this study identifies how resilience support contributes to students overcoming challenges and elevating their performance in scientific creativity. The major findings derived from quantitative content analysis are as follows: (1) Project-based learning can be an effective approach for developing resilience and scientific creativity. (2) A set of resilience support and risk factors to scientific creativity emerged, encompassing the influence of schools, teachers, peers, family, and personal traits in transforming challenges into resilience assets. (3) Considerable similarities in self-perceptions of scientific creativity and resilience processes during the NSF were noted between boys and girls. However, girls experienced more emotional struggles, yet maintained a more positive attitude in coping with negative emotions. This study offers comprehensive insights and recommends specific strategies for science education aimed at fortifying resilience and scientific creativity among adolescent students.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"54 ","pages":"Article 101647"},"PeriodicalIF":3.7,"publicationDate":"2024-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142357360","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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