Thinking Skills and Creativity最新文献

The objective of this systematic review was to evaluate the evidence on Physical Activity (PA) interventions to foster thinking domain of creativity in children and adolescents, and to investigate the acute and chronic PA interventions variables that moderate creativity outcomes. This review was conducted using the PRISMA framework. A total of 14 studies were identified using WOS and SCOPUS (12 chronic PA and two acute PA intervention), which matched the following criteria: (i) peer-reviewed, longitudinal experimental studies; (ii) studies that included a sample of children or adolescents aged 3–18 years of age; incorporated a PA intervention as the independent variable; (iii) studies with at least one measure of creativity. The total number of participants in the included studies combined was 1539. The results of this review indicate that chronic PA can enhance creativity in school children and adolescents, but the effects varied considerably depending on the qualitative characteristics of the PA and the characteristics of participants. The results of this review suggest that the type of PA, the volume and the intensity of PA may be crucial factors for improving creativity. Regarding the type of PA, games, motor skills, sports and drama activities seem to be the most appropriate, while balancing and walking do not report positive effects. An important finding to emerge from the synthesis was that volume is a key factor, while how they achieve that volume does not have critical implications, as various frequencies of PA were associated with improved creativity. Furthermore, this review identified various moderator variables such as the age of the participants, their creativity level at baseline and whether they were active or inactive.

The use of ChatGPT for educational purposes is in its infancy, and its practical classroom application remains underexplored. While some studies have investigated the impact of ChatGPT on English as a Foreign Language (EFL) learners’ critical thinking skills, they have not focused on structured pedagogical designs, leading to limited pedagogical insights. This study aims to fill this gap by examining specific pedagogical designs that leverage ChatGPT to cultivate critical thinking skills among 58 university EFL learners in Macau. Data were collected through pre- and post-tests of critical thinking skills and student reflection journals. Drawing on a post-humanist perspective, this study uncovered innovative results. While the statistical analysis of critical thinking tests suggested that the student participants did not experience significant changes in their critical thinking skills after attending the programme, findings from their reflection journals indicated that the utilisation of ChatGPT assisted students in becoming spatially advised critical thinkers. They perceived ChatGPT as a valuable tool for enhancing cognition and stressed the significance of maintaining a balance between technology and human thought processes to develop critical thinking skills. The findings offered a useful guide on how to use ChatGPT to enhance critical thinking skills and illuminated the influence of ChatGPT on the advancement of students’ critical thinking skills. Implications for both research and practice were discussed.

The aim of this study is to develop "Teaching Practices to Improve Thinking Skills Based on an Interdisciplinary Approach (PTSIA)" and to examine its effect on creative thinking and critical thinking skills of gifted fifth-grade students. This study used explanatory sequential design, which is a mixed research method that combines quantitative and qualitative research techniques. The study group of the research consisted of 62 gifted fifth grade students. For the students in the experimental group, the activities in accordance with the results prepared for the PTSIA for the students in the experimental group were carried out for a total of 45 h, 3 h per week during the extracurricular hours. The study used both quantitative and qualitative data analysis techniques. Quantitative data were analysed using the independent samples t-test, which is one of the relational statistics based on the comparison of two variables, experimental and control groups, and Cohen d values were calculated to determine the effect size. Qualitative data were analysed using descriptive and content analysis. It was concluded that the PTSIA prepared with the research were effective in developing creative and critical thinking skills, which are among the high-level thinking skills of gifted students. The applications were found to be beautiful, interesting, intriguing, and exciting by the students. It was concluded that teachers had positive opinions about the practices. Based on the results obtained from this study, the use of an interdisciplinary approach in teaching practices aimed at developing students' thinking skills will facilitate the acquisition of cognitive thinking abilities and their application to daily life. This approach will enable students to more clearly perceive the relationships between events, facts, and ideas, and learn to establish deeper connections between them by integrating various disciplines and perspectives.

Remixing is a balance between imitation and originality, which gets a lot of attention as an important source of creative behaviors. Exploring the relationship between the Scratch project and its remix would provide a new perspective for understanding users’ creative behaviors. To this end, this study used 20 projects and their 957 remixes as samples to analyze creative behavior in Scratch through quantitative statistics and correlation analysis. Three research questions are addressed: (1) What creative levels are there among the remixes? (2) What relationships are there between the project and its remixes? and (3) What creative trends are there indicated in the remixes? The main results are concluded as follows. First, four creative levels of remixes based on the SOLO taxonomy are found, including feature change, appearance change, element creation, and structure creation. Feature change has the highest sum of remixes, which indicates that most remixes are at a low creative level. Second, the internal characteristics of projects are related to the lower creative level of remix, while the external characteristics are attached to the higher creative level of remix. Finally, the two-level, three-level, and four-level iteration chain of remixes are found, in which remixes with high creativity is more likely to inspire remixes with lower or equal creativity. Based on these results, suggestions for further research and improvement are discussed. This study has important implications for understanding the creative level of remix among users in programming community and guiding users to make valuable remixes.

The Dunning-Kruger effect refers to the tendency of unskilled individuals to overestimate their abilities while skilled individuals tend to underestimate themselves. The purpose of this study is to investigate the existence of the Dunning-Kruger effect in creativity and identify its key determinants. Using the cue-utilization framework, we explored how inaccurate metacognitive judgments result from creative self-concept, compared to those who can accurately evaluate themselves. Two hundred and ten university students completed an Alternative Uses Task (AUT) and evaluated their performance with self- and comparative judgments, then they reported the creative self-concept. The study conducted a two-step clustering analysis based on individuals' creative performance, judgments, and Bias Index of metacognitive judgments, and identified four distinct groups: 'skilled but underestimate' (SU group), 'unskilled but aware' (UA group), 'skilled and aware' (SA group), and 'unskilled and overestimate' (UO group). The SU and UO groups were typical examples of the Dunning-Kruger effect. Using binary logistic regression analysis, we found that high creative self-concept enabled skilled individuals to assess their creativity accurately, while it caused unskilled individuals to overestimate their creativity. This study identified the Dunning-Kruger effect in creativity while also offering new insights into the underlying mechanism of the Dunning-Kruger effect.

Enhancing creativity among educators has emerged as a crucial aspect of contemporary education. The emergence of artificial intelligence (AI) chatbots such as ChatGPT, renowned for its advanced language generation capabilities and interactive conversational interface, presents a promising opportunity to support teachers in their creativity pursuits. While interest in ChatGPT for educational applications is rising, there is a lack of empirical research exploring its effectiveness in fostering teacher creativity. Therefore, this timely study aims to fill this gap by investigating the efficacy of ChatGPT in facilitating creativity, particularly among English as a foreign (EFL) teachers. A total of twenty-nine teachers enrolled in a post-graduate program participated in the study. Conducting an inductive content analysis, teachers’ ChatGPT inquiry threads, lesson plans, written reflections, and responses to an open-ended survey were analysed. The analysis revealed that ChatGPT enabled teachers to (a) seek for novel perspectives, (b) explore multiple ideas, (c) expand on ideas, (d) change perspectives, (e) refer for information, (f) inquire about teaching tools, and (g) ask for information. Two challenges were also identified: (a) the need for precise input and (b) repetitive content. Building on these findings, a conceptual model is proposed that frames ChatGPT as a tool for creative ideation and a knowledge resource, facilitating EFL teachers' progression towards their Zone of Proximal Creativity, with its effectiveness contingent on the teacher's existing expertise.

Creativity is the result of several converging elements, including cultural, environmental, and social factors. The context in which people live their lives not only affects their creativity; it also affects how they acquire and use language. This study shows how a person's context and linguistic development, as measured by linguistic maturity, affects their creativity. 249 students aged between 13 and 15, participated in the study by completing an online test measuring their linguistic maturity and creativity. This study used Guilford's (1967) Alternative Uses Test following the Consensual Assessment Technique. Regression models revealed a positive and significant influences of linguistic maturity on creativity. Greater semantic memory networks allow for more efficient searches, thus enabling creativity. Therefore, greater semantic richness leads to greater linguistic maturity, resulting in increased creativity. Our findings confirm a relationship between language skills and creativity (i.e., linguistic maturity and text production) at a deeper level than previously studied. This is relevant for both curriculum development and instructional design. In this sense, tools as ChatGPT that produce text from millions of documents, push the student to be mediator of all this linguistic richness. Furthermore, measuring linguistic maturity and text production provides another means to measure creativity, transcendent, considering that having proper approaches to measure creativity is a challenge.

This study developed a mediation model consisting of behavioral cultural intelligence, academic self-efficacy, and academic adaptation. With the subscale of the Cultural Intelligence Scale, the Academic Adjustment Scale, and the General Academic Self-Efficacy Scale, a questionnaire survey was conducted among a sample of 412 international students at 5 public higher vocational colleges in Guangxi, China. The statistical technique of Partial Least Squares Structural Equation Modelling (PLS-SEM) was employed in the software SmartPLS 4.0 to examine the hypothesized relationships among the targeted variables. Results indicated that behavioral cultural intelligence significantly influences academic self-efficacy and academic adaptation. Moreover, academic self-efficacy significantly influences academic adaptation. Notably, academic self-efficacy significantly mediates the relationship between behavioral cultural intelligence and academic adaptation. These findings emphasized the crucial roles of behavioral cultural intelligence and academic self-efficacy in facilitating academic adaptation for junior college international students, suggesting that educational institutions should recognize and nurture these attributes for enhanced academic experiences.

Live action role-play (larp) is an improvised and embodied form of storytelling that develops through co-creation. While autistic individuals generally dislike unpredictable situations and social interaction in larger groups, anecdotal reports suggest that they often are found in the larping community. Through interviews with 10 autistic, experienced adult larpers, this study investigates larp as a scene for social learning. The examination focuses on the attraction of larps; what the participants learn about social interaction through larping; and how such insights transfer to everyday life. From a cognitive point of view, larping comes through as an optimal autistic space where players feel safe enough to dare push their social boundaries, which conceivably contributes to the formation of more precise social predictions since experimentation and mistakes facilitate embodied learning. From the participants’ point of view, larping improved their understanding of social nuances, which in turn increased social confidence and well-being in everyday life.