Pub Date : 2024-11-06DOI: 10.1016/j.tsc.2024.101677
Miguel López-Astorga , Leyla D. Torres-Bravo , Cristian A. Rojas-Barahona
In classical logic, it is possible to derive ‘either p or q’ from ‘p’ (where p and q are sentences with any content). This is a cognitive problem, since people often tend not to make inferences of that kind. This paper analyzes the solution the theory of mental models gives for this problem. Based on that solution, the paper proposes to use tasks with inferences such as that mentioned in the educational context. The idea is that those tasks can allow assessing certain learnings. In particular, they can reveal in some cases whether students understand the relations between the semantic contents assigned to p and q. This is because, following the theory of mental models, whenever q implies p, the inference must be accepted.
{"title":"Disjunction and access to knowledge: Educational implications","authors":"Miguel López-Astorga , Leyla D. Torres-Bravo , Cristian A. Rojas-Barahona","doi":"10.1016/j.tsc.2024.101677","DOIUrl":"10.1016/j.tsc.2024.101677","url":null,"abstract":"<div><div>In classical logic, it is possible to derive ‘either p or q’ from ‘p’ (where p and q are sentences with any content). This is a cognitive problem, since people often tend not to make inferences of that kind. This paper analyzes the solution the theory of mental models gives for this problem. Based on that solution, the paper proposes to use tasks with inferences such as that mentioned in the educational context. The idea is that those tasks can allow assessing certain learnings. In particular, they can reveal in some cases whether students understand the relations between the semantic contents assigned to p and q. This is because, following the theory of mental models, whenever q implies p, the inference must be accepted.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"54 ","pages":"Article 101677"},"PeriodicalIF":3.7,"publicationDate":"2024-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142659253","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 : 2024-11-02DOI: 10.1016/j.tsc.2024.101673
Natthiya Pumyoch , Sanit Srikoon
Emotional intelligence (EI) is vital for early childhood development and is closely linked to executive function (EF). EF is a foundation of cognitive ability in early childhood. Educational design research (EDR) offers an adaptive methodology for curriculum development. This study aimed to (1) analyze and explore perspectives for designing an executive function training (EFT) curriculum to enhance EI, (2) design and develop the EFT curriculum, and (3) evaluate and reflect on the EFT curriculum. The research underscores the need to enhance EI, social skills, self-help abilities, and positive attitudes in early childhood students. Developed through a collaborative effort involving multiple stakeholders, the EFT curriculum aligns with Thailand's Ministry of Education standards. It significantly improves EI scores across six assessments of EI's five elements: self-awareness, self-regulation, motivation, empathy, and adeptness in relationships. The EFT curriculum emphasizes inhibitory control, shift/cognitive flexibility, emotional control, working memory, planning/organizing, and incorporating sleep to support cognitive and emotional development, a total of 150 hours. Developed with stakeholder input and rigorous design principles, the EFT curriculum prepares children for future learning and life challenges.
{"title":"Executive function training curriculum to enhance emotional intelligence in early childhood: Theory adaptation in educational design research","authors":"Natthiya Pumyoch , Sanit Srikoon","doi":"10.1016/j.tsc.2024.101673","DOIUrl":"10.1016/j.tsc.2024.101673","url":null,"abstract":"<div><div>Emotional intelligence (EI) is vital for early childhood development and is closely linked to executive function (EF). EF is a foundation of cognitive ability in early childhood. Educational design research (EDR) offers an adaptive methodology for curriculum development. This study aimed to (1) analyze and explore perspectives for designing an executive function training (EFT) curriculum to enhance EI, (2) design and develop the EFT curriculum, and (3) evaluate and reflect on the EFT curriculum. The research underscores the need to enhance EI, social skills, self-help abilities, and positive attitudes in early childhood students. Developed through a collaborative effort involving multiple stakeholders, the EFT curriculum aligns with Thailand's Ministry of Education standards. It significantly improves EI scores across six assessments of EI's five elements: self-awareness, self-regulation, motivation, empathy, and adeptness in relationships. The EFT curriculum emphasizes inhibitory control, shift/cognitive flexibility, emotional control, working memory, planning/organizing, and incorporating sleep to support cognitive and emotional development, a total of 150 hours. Developed with stakeholder input and rigorous design principles, the EFT curriculum prepares children for future learning and life challenges.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"54 ","pages":"Article 101673"},"PeriodicalIF":3.7,"publicationDate":"2024-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142659319","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 : 2024-11-02DOI: 10.1016/j.tsc.2024.101675
Lu Song , Qihan Zhang , Bingjie Zhao , Xuejun Bai
As one of the most prevalent bodily states in daily life, postures can exert an impact on creative thinking. Adopting the perspective of embodied metaphor, two studies were conducted using the "posture-cognition" dual-task paradigm to investigate the influence of different postural openness on creative thinking. Study 1 explored the effects of expansive/open versus contractive/closed postures on divergent thinking and convergent thinking, and observed whether they were modulated by standing and sitting postures. Study 2 further examined the participants' performance on a convergent thinking task and a non-creative detail processing task of varying difficulty under identical postures. Results indicated better divergent thinking performance with expansive postures than with contractive postures, confirming the "expansive-divergent" metaphor. The expansive standing posture was found to be the most conducive posture for divergent thinking. However, the contractive postures failed to facilitate the convergent thinking task, but showed more conducive to the moderately difficult non-creative detail processing task. These findings support that body postures can have a metaphorical effect on higher cognitive processes such as creative thinking, but the effect varies depending on the type of creative cognitive processing. This research enhances the comprehension of embodied creativity and provides valuable insights for educational practice.
{"title":"The more open, the more creative? The metaphorical effects of postural openness on divergent thinking and convergent thinking","authors":"Lu Song , Qihan Zhang , Bingjie Zhao , Xuejun Bai","doi":"10.1016/j.tsc.2024.101675","DOIUrl":"10.1016/j.tsc.2024.101675","url":null,"abstract":"<div><div>As one of the most prevalent bodily states in daily life, postures can exert an impact on creative thinking. Adopting the perspective of embodied metaphor, two studies were conducted using the \"posture-cognition\" dual-task paradigm to investigate the influence of different postural openness on creative thinking. Study 1 explored the effects of expansive/open versus contractive/closed postures on divergent thinking and convergent thinking, and observed whether they were modulated by standing and sitting postures. Study 2 further examined the participants' performance on a convergent thinking task and a non-creative detail processing task of varying difficulty under identical postures. Results indicated better divergent thinking performance with expansive postures than with contractive postures, confirming the \"expansive-divergent\" metaphor. The expansive standing posture was found to be the most conducive posture for divergent thinking. However, the contractive postures failed to facilitate the convergent thinking task, but showed more conducive to the moderately difficult non-creative detail processing task. These findings support that body postures can have a metaphorical effect on higher cognitive processes such as creative thinking, but the effect varies depending on the type of creative cognitive processing. This research enhances the comprehension of embodied creativity and provides valuable insights for educational practice.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"54 ","pages":"Article 101675"},"PeriodicalIF":3.7,"publicationDate":"2024-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142659320","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 : 2024-11-02DOI: 10.1016/j.tsc.2024.101678
Marzena Okoń
This paper explores creativity in English language teaching through a multiple-case study action research-based continuous professional development (CPD) training programme. It introduces a professional creativity framework for EFL teachers, fostering pedagogical innovation through a blended course delivery. The study, involving seven EFL (English as a Foreign language) teachers, employs a triangulation of methods and data sources, including action research, surveys, Think Aloud Protocol (TAP), reflective diaries, and semi-structured interviews. The research sample consists of primary and secondary EFL teachers. The CPD training integrates creativity into English lessons, enhancing professional creativity for EFL teachers. The findings shed light on the relationship between professional development and creative endeavours, highlighting the need for interventions to boost self-awareness and self-efficacy among TEFL teachers. The study underlines the significance of individual and group tasks, reflective practice, and technology-enabled communities of practice. Additionally, it offers a descriptive overview of diverse TEFL teacher creativity profiles, contributing to understanding this specific creativity domain and suggesting avenues for future research.
{"title":"From problem-crumbling to innovation: The design of a comprehensive professional development training programme to enhance creative competence among TEFL educators","authors":"Marzena Okoń","doi":"10.1016/j.tsc.2024.101678","DOIUrl":"10.1016/j.tsc.2024.101678","url":null,"abstract":"<div><div>This paper explores creativity in English language teaching through a multiple-case study action research-based continuous professional development (CPD) training programme. It introduces a professional creativity framework for EFL teachers, fostering pedagogical innovation through a blended course delivery. The study, involving seven EFL (English as a Foreign language) teachers, employs a triangulation of methods and data sources, including action research, surveys, Think Aloud Protocol (TAP), reflective diaries, and semi-structured interviews. The research sample consists of primary and secondary EFL teachers. The CPD training integrates creativity into English lessons, enhancing professional creativity for EFL teachers. The findings shed light on the relationship between professional development and creative endeavours, highlighting the need for interventions to boost self-awareness and self-efficacy among TEFL teachers. The study underlines the significance of individual and group tasks, reflective practice, and technology-enabled communities of practice. Additionally, it offers a descriptive overview of diverse TEFL teacher creativity profiles, contributing to understanding this specific creativity domain and suggesting avenues for future research.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"54 ","pages":"Article 101678"},"PeriodicalIF":3.7,"publicationDate":"2024-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142594126","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 : 2024-11-01DOI: 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.
{"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}
Pub Date : 2024-10-30DOI: 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}
Pub Date : 2024-10-26DOI: 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.
{"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}
Pub Date : 2024-10-24DOI: 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.
{"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}
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.
{"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}
Pub Date : 2024-10-22DOI: 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.
{"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}
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