Thinking Skills and Creativity最新文献_第4页

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。

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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。

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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。

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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。

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引用次数: 0

Creativity knowledge of classroom teachers: Predictors and correlates 班主任的创造性知识：预测因素和相关因素

IF 3.7 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2024-10-15 DOI: 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.

创造力是教育的一个常规目标，但教师却很难在课堂上为其提供支持。在以往研究神经迷思和创造力迷思的流行程度和预测因素的基础上，研究人员对课堂教师样本（n = 219）中有关创造力的科学知识水平进行了调查。研究结果表明，教师与普通人之间存在知识差异，总体上加强了之前关于创造力科学知识预测因素的研究结果，并证明了创造力知识在支持创造力作为教育重要组成部分方面的重要性。讨论了教师获取科学知识和创造力培训的意义。

引用次数: 0

Nurturing teachers’ creativity: Exploring leadership roles and constraints 培养教师的创造力：探索领导角色和制约因素

IF 3.7 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2024-10-15 DOI: 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.

创造力研究表明，领导力对影响组织内创造力的社会环境有着深远的影响。尽管有许多研究声称领导力在培养创造力方面发挥着作用，但教学和创新领导力对创造力发展从而促进组织成长的影响在很大程度上仍被忽视。因此，本研究探讨了领导力对教师创造力的影响。本研究收集了马来西亚 369 名中学教师的数据。此外，还采访了三位校长，以了解学校领导策略如何在学校环境中提高教师的创造力。此外，还探讨了他们在支持教师创造力和创新方面所面临的挑战。结果表明，他们大多倾向于教学领导，而不是旨在影响教师创造力的创新领导。结构模型的研究结果证实，在提高教师创造力方面，教学领导比创新领导更受青睐。在探索对教师创造力的支持方面，校长们主要采用激励和非正式的支持与鼓励。在了解校长的制约因素时，资深教师不愿改变、校长工作繁重和时间短缺被认为是校长在学校支持教师创造力时需要面对的挑战。本研究建议，学校领导必须具备足够的知识和技能来支持教师的创造性，这就要求学校领导对创造性活动持开放和支持的态度。研究结果还表明，学校领导需要了解教师作为创造性教学提供者的要求。

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引用次数: 0

The role of modelling during instruction in collaborative creativity 教学中的示范作用在协作创造中的作用

IF 3.7 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2024-10-13 DOI: 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.

示范是一种常见的教学技巧，由教师或专家演示任务或技能，本研究探讨了示范如何影响学生在音乐、舞蹈和视觉艺术等艺术学科中的创造性表达。本研究特别关注小学生参与创造性合作活动的情况，即根据音乐编排动作和修改民歌歌词。通过对学生活动的录音和录像，研究观察了学生如何与教师和同伴的示范范例进行互动。研究结果表明，学生经常模仿教师的范例，并紧跟范例，这给学生在产生想法和拒绝某些想法时造成了一些困惑。研究结果表明，在设计创意活动以诱发各种想法并建立联系的课程中，学生如何理解范例可能很复杂。研究结果表明，在创意活动旨在激发各种想法并建立联系的课程中，学生对建模的理解可能很复杂。尽管样本量较小，但这项研究提供了在创造性教育任务中使用建模的挑战和复杂性的初步见解，强调了模仿和创造之间的平衡。

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引用次数: 0

Vibration of creativity: Exploring the relationship between appraisal shift and creative process in design teams 创造力的振动：探索设计团队中评价转变与创造过程之间的关系

IF 3.7 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2024-10-12 DOI: 10.1016/j.tsc.2024.101663

Yunxiang Shi, Ying Hu, Yiming Bai, Zihan Zhou, Ziling Liang, Youyu Jiang, Xing Du

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.

评价，尤其是其积极或消极的价值，在设计思维中起着至关重要的调节作用。评价的转变在团队创造力领域具有重要的研究潜力。本研究探讨了评价转变与设计团队创造性过程之间的关系，重点是服务设计环境中的协作设计。通过观察团队成员在微观过程中评价的动态变化，我们探索了这些转变与团队创造性之间的关系。研究分析了参与基于双钻石模型结构化实验的 11 个团队的互动情况，利用视频记录和综合编码系统来跟踪评价的积极-消极变化。研究结果表明，评价变化不仅在设计过程中起着关键作用，而且其动态特征与团队的创造性表现有一定关系。研究还比较了设计团队在问题阶段和解决方案阶段的不同表现，强调了对这两个阶段的均衡关注。此外，本研究的一个新颖之处是使用时间轴可视化来说明评价的转变，从而更深入地了解团队成员之间的互动和创意产出。这项研究有助于我们了解设计团队内部的动态创意过程，为优化团队互动模式和提高设计创新效率提供了宝贵的见解。

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引用次数: 0

The troublesome nature of learning to teach critical thinking: Using threshold concepts theory to support teacher education 学习批判性思维教学的麻烦本质：利用门槛概念理论支持教师教育

IF 3.7 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2024-10-11 DOI: 10.1016/j.tsc.2024.101661

Dr Hilary Wason

Teaching critical thinking is fundamental for students’ academic success and helps to equip them for life after university. There are some studies which discuss teachers’ perceptions of the barriers regarding the teaching of critical thinking. However, more empirical evidence is needed about the actual challenges which educators experience when learning to teach it. Using the lens of threshold concepts theory, this small-scale collective case study examines the barriers encountered by 14 HE educators in the UK, as they experimented with teaching critical thinking in their disciplinary contexts. Educators identified the troublesome and transformative nature of learning to do so experienced through shortcomings in curricula, learning environment and ways of thinking and practising. These findings suggest that the process of learning to teach critical thinking could be a threshold concept of higher education which supports educators to think differently about how to teach this subject. It provides initial considerations for professional development programmes and resources to support educators to overcome their barriers and learn to teach criticality within their disciplines.

批判性思维教学是学生学业成功的基础，有助于他们为大学毕业后的生活做好准备。有一些研究讨论了教师对批判性思维教学障碍的看法。然而，对于教育者在学习批判性思维教学时遇到的实际挑战，还需要更多的实证证据。这项小规模的集体案例研究以阈限概念理论为视角，考察了英国 14 名高等教育工作者在其学科背景下尝试教授批判性思维时遇到的障碍。教育者们通过课程、学习环境以及思维和实践方式等方面的缺陷，发现了学习批判性思维的麻烦和变革性。这些研究结果表明，学会教授批判性思维的过程可以成为高等教育的一个门槛概念，支持教育者以不同的方式思考如何教授这一学科。它为专业发展计划和资源提供了初步的考虑，以支持教育者克服障碍，学会在其学科内教授批判性思维。

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引用次数: 0

Modality and fidelity: Understanding how creative stimulus combinations impact design outcomes and process across different conceptual design phases 模式和保真度：了解创意刺激组合如何影响不同概念设计阶段的设计成果和过程

IF 3.7 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2024-10-10 DOI: 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

3 \times 3

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.

在概念设计过程中，创意刺激是支持学生构思过程的外部灵感来源。现有研究虽然探讨了创意刺激的作用，但很少考虑刺激的多种特性所带来的交织影响，也忽视了刺激在不同设计阶段的效果差异。为了填补这一空白，本研究进行了一次 3×3 实验，让 72 名设计专业的学生参与三个阶段的设计过程，并以不同的保真度呈现文字和视觉刺激组合。我们评估了不同刺激组合对创造力的影响，并采用行为编码和链接图揭示了学生在整个过程中的行为和认知模式。结果显示，文字和图像的保真度之间存在相互影响，学生在后期设计阶段通常需要更具体的刺激。此外，不同刺激组合的学生在任务分析、创意生成和评估等行为的时间分配上表现出差异，他们采用了不同的方法来生成新的创意。这些发现凸显了设计教育者根据设计阶段、教育目标和学生状态动态提供创意刺激的必要性。

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引用次数: 0