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}
Pub Date : 2024-09-25DOI: 10.1016/j.tsc.2024.101652
Ali Bicer , Tugce Aldemir , Geoff Krall , Fay Quiroz , Scott Chamberlin , Jana L. Nelson , Yujin Lee , Hyunkyung Kwon
This paper aims to investigate whether US standardized tests provide opportunities for students to demonstrate their creative thinking abilities through the inclusion of creativity-directed problems in their mathematics assessments. Our results indicated that two commonly used standardized national tests (i.e., PARCC and SBAC) do offer students some opportunities to exhibit their creative thinking skills by incorporating creativity-directed problems (e.g., multiple solution tasks) in their assessments. However, not all creativity-directed tasks are present at every grade level. The findings of this paper are significant not only because they reveal the potential of these tests to include creativity-directed tasks but also because they underscore the importance of assessment materials in fostering students’ creative thinking skills in mathematics, as assessments significantly influence teachers’ instructional practices and curriculum materials.
{"title":"Exploring creativity in mathematics assessment: An analysis of standardized tests","authors":"Ali Bicer , Tugce Aldemir , Geoff Krall , Fay Quiroz , Scott Chamberlin , Jana L. Nelson , Yujin Lee , Hyunkyung Kwon","doi":"10.1016/j.tsc.2024.101652","DOIUrl":"10.1016/j.tsc.2024.101652","url":null,"abstract":"<div><div>This paper aims to investigate whether US standardized tests provide opportunities for students to demonstrate their creative thinking abilities through the inclusion of creativity-directed problems in their mathematics assessments. Our results indicated that two commonly used standardized national tests (i.e., PARCC and SBAC) do offer students some opportunities to exhibit their creative thinking skills by incorporating creativity-directed problems (e.g., multiple solution tasks) in their assessments. However, not all creativity-directed tasks are present at every grade level. The findings of this paper are significant not only because they reveal the potential of these tests to include creativity-directed tasks but also because they underscore the importance of assessment materials in fostering students’ creative thinking skills in mathematics, as assessments significantly influence teachers’ instructional practices and curriculum materials.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"54 ","pages":"Article 101652"},"PeriodicalIF":3.7,"publicationDate":"2024-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142418937","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 : 2024-09-24DOI: 10.1016/j.tsc.2024.101646
Cong Doanh Duong , Huy Nhuong Bui , Tuan Vu Chu , Thanh Van Pham , Ngoc Diep Do
This study, anchored in the Stimulus-Organism-Response theory, aims to explore how ICT skills-related stimuli (information skills, operational skills, and creative skills) stimulate cognitive organisms (entrepreneurial self-perceived creativity), which, in turn, increases behavioral responses (attitude towards digital entrepreneurship and digital entrepreneurial intention) as well as investigate the detrimental effects of technology anxiety. Employing a cross-sectional design, the study leverages data from a sample of 604 higher education students across six universities in Vietnam. Hypotheses are assessed using partial least squares structural equation modeling (PLS-SEM). The results reveal positive influences of operational, informational, and creative skills on entrepreneurial self-perceived creativity, which significantly affected attitudes toward digital entrepreneurship and entrepreneurial intention. While technology anxiety negatively impacts entrepreneurial self-perceived creativity and attitudes toward digital entrepreneurship, its significant influence on digital entrepreneurial intention is not observed. The study also unveils the mediating role of entrepreneurial self-perceived creativity in the relationship between ICT skills, technology anxiety, and attitudes toward digital entrepreneurship and digital entrepreneurial intention. The research contributes to the theoretical understanding of digital entrepreneurial ventures, shedding light on the intricate dynamics among ICT skills, entrepreneurial self-perceived creativity, technology anxiety, and entrepreneurial responses. It also explores the applicability of the SOR model in emerging economies, providing valuable insights into the digital entrepreneurial landscape.
本研究以 "刺激-有机体-反应 "理论为基础，旨在探讨与信息和通信技术技能相关的刺激（信息技能、操作技能和创意技能）如何激发认知有机体（创业者的自我认知创造力），进而提高行为反应（对数字创业的态度和数字创业意向），并调查技术焦虑的不利影响。本研究采用横截面设计，利用越南六所大学 604 名大学生的样本数据。使用偏最小二乘结构方程模型（PLS-SEM）对假设进行了评估。结果表明，操作技能、信息技能和创造技能对创业者的自我认知创造力有积极影响，并显著影响对数字创业的态度和创业意向。技术焦虑对创业者的自我认知创造力和数字化创业态度有负面影响，但对数字化创业意向却没有明显影响。研究还揭示了创业者自我感知创造力在信息和通信技术技能、技术焦虑与数字创业态度和数字创业意向之间关系中的中介作用。这项研究有助于从理论上理解数字创业企业，揭示了 ICT 技能、创业者自我认知创造力、技术焦虑和创业反应之间错综复杂的动态关系。研究还探讨了 SOR 模型在新兴经济体中的适用性，为数字创业领域提供了宝贵的见解。
{"title":"ICT skills, entrepreneurial self-perceived creativity, and digital entrepreneurship: Insights from the stimulus-organism-response model","authors":"Cong Doanh Duong , Huy Nhuong Bui , Tuan Vu Chu , Thanh Van Pham , Ngoc Diep Do","doi":"10.1016/j.tsc.2024.101646","DOIUrl":"10.1016/j.tsc.2024.101646","url":null,"abstract":"<div><div>This study, anchored in the Stimulus-Organism-Response theory, aims to explore how ICT skills-related stimuli (information skills, operational skills, and creative skills) stimulate cognitive organisms (entrepreneurial self-perceived creativity), which, in turn, increases behavioral responses (attitude towards digital entrepreneurship and digital entrepreneurial intention) as well as investigate the detrimental effects of technology anxiety. Employing a cross-sectional design, the study leverages data from a sample of 604 higher education students across six universities in Vietnam. Hypotheses are assessed using partial least squares structural equation modeling (PLS-SEM). The results reveal positive influences of operational, informational, and creative skills on entrepreneurial self-perceived creativity, which significantly affected attitudes toward digital entrepreneurship and entrepreneurial intention. While technology anxiety negatively impacts entrepreneurial self-perceived creativity and attitudes toward digital entrepreneurship, its significant influence on digital entrepreneurial intention is not observed. The study also unveils the mediating role of entrepreneurial self-perceived creativity in the relationship between ICT skills, technology anxiety, and attitudes toward digital entrepreneurship and digital entrepreneurial intention. The research contributes to the theoretical understanding of digital entrepreneurial ventures, shedding light on the intricate dynamics among ICT skills, entrepreneurial self-perceived creativity, technology anxiety, and entrepreneurial responses. It also explores the applicability of the SOR model in emerging economies, providing valuable insights into the digital entrepreneurial landscape.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"54 ","pages":"Article 101646"},"PeriodicalIF":3.7,"publicationDate":"2024-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142357359","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 : 2024-09-24DOI: 10.1016/j.tsc.2024.101653
Linlin Hu , Hao Wang
The rapid development of artificial intelligence technology has led to the proliferation of computational thinking (CT) education. However, research on unplugged activities’ influence in elementary math classrooms is limited, despite some exploring programming's cognitive benefits. This study presents both qualitative and quantitative analyzes stemming from a ten-week quasi-experimental research endeavor, specifically tailored for third-grade students. The research devised a series of unplugged activities, encompassing mathematical games, hands-on construction of mathematical logic boards, and calculating shopping discounts. The overarching objective was to investigate the impact of these unplugged activities on students’ mathematical creativity and CT. Students participating in a mathematics curriculum based on unplugged activities (N = 47) were compared with students participating in a traditional lecture-based mathematics curriculum (N = 46). The results indicated that unplugged activities exhibited significant advantages in fostering students’ CT and mathematical creativity across three dimensions, namely, problem-posing creativity (t = 5.830, p < 0.01), problem-solving creativity (t = 6.633, p < 0.01), and creative self-efficacy (t = 7.554, p < 0.01). Furthermore, the study revealed a relationship between students’ mathematical creativity as a predictor of CT. The results of the quantitative analysis were supported by the teacher's and students’ interview data, and the students felt excited and interested in the unplugged activities, whereas some students using the lecture-based method reported boredom and lack of interactivity. This research offered valuable insights for mathematics and CT education practice, underscoring unplugged activity as an innovative instructional approach that brings forth new possibilities for traditional mathematics teaching, with potential applications in the K-12 curriculum.
{"title":"Unplugged activities in the elementary school mathematics classroom: The effects on students’ computational thinking and mathematical creativity","authors":"Linlin Hu , Hao Wang","doi":"10.1016/j.tsc.2024.101653","DOIUrl":"10.1016/j.tsc.2024.101653","url":null,"abstract":"<div><div>The rapid development of artificial intelligence technology has led to the proliferation of computational thinking (CT) education. However, research on unplugged activities’ influence in elementary math classrooms is limited, despite some exploring programming's cognitive benefits. This study presents both qualitative and quantitative analyzes stemming from a ten-week quasi-experimental research endeavor, specifically tailored for third-grade students. The research devised a series of unplugged activities, encompassing mathematical games, hands-on construction of mathematical logic boards, and calculating shopping discounts. The overarching objective was to investigate the impact of these unplugged activities on students’ mathematical creativity and CT. Students participating in a mathematics curriculum based on unplugged activities (<em>N</em> = 47) were compared with students participating in a traditional lecture-based mathematics curriculum (<em>N</em> = 46). The results indicated that unplugged activities exhibited significant advantages in fostering students’ CT and mathematical creativity across three dimensions, namely, problem-posing creativity (<em>t</em> = 5.830, <em>p</em> < 0.01), problem-solving creativity (<em>t</em> = 6.633, <em>p</em> < 0.01), and creative self-efficacy (<em>t</em> = 7.554, <em>p</em> < 0.01). Furthermore, the study revealed a relationship between students’ mathematical creativity as a predictor of CT. The results of the quantitative analysis were supported by the teacher's and students’ interview data, and the students felt excited and interested in the unplugged activities, whereas some students using the lecture-based method reported boredom and lack of interactivity. This research offered valuable insights for mathematics and CT education practice, underscoring unplugged activity as an innovative instructional approach that brings forth new possibilities for traditional mathematics teaching, with potential applications in the K-12 curriculum.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"54 ","pages":"Article 101653"},"PeriodicalIF":3.7,"publicationDate":"2024-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142357446","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 : 2024-09-24DOI: 10.1016/j.tsc.2024.101654
Ismail Sarikaya
The relationship between creativity and writing success is a matter of curiosity for many researchers, educators, and people in general. Many would likely expect that creative individuals would have higher writing success. This study aimed to determine the mediating roles of writing self-efficacy, writing motivation, and writing disposition in the relationship between creativity and writing success of primary school students. A relational research model was used in the study conducted with 300 primary school students. Correlational analysis and mediating variable analysis were performed with the data obtained with five data collection tools. The analysis results showed significant relationships between the variables: Creativity, writing self-efficacy, writing motivation, and writing disposition were found to significantly predict writing success. In addition, the findings revealed that writing self-efficacy, motivation, and disposition each have a parallel mediating role between creativity and writing success. The study's results are discussed in connection to the pertinent research literature, and recommendations are made.
{"title":"Are students with high creativity skills successful writers? A parallel mediation model","authors":"Ismail Sarikaya","doi":"10.1016/j.tsc.2024.101654","DOIUrl":"10.1016/j.tsc.2024.101654","url":null,"abstract":"<div><div>The relationship between creativity and writing success is a matter of curiosity for many researchers, educators, and people in general. Many would likely expect that creative individuals would have higher writing success. This study aimed to determine the mediating roles of writing self-efficacy, writing motivation, and writing disposition in the relationship between creativity and writing success of primary school students. A relational research model was used in the study conducted with 300 primary school students. Correlational analysis and mediating variable analysis were performed with the data obtained with five data collection tools. The analysis results showed significant relationships between the variables: Creativity, writing self-efficacy, writing motivation, and writing disposition were found to significantly predict writing success. In addition, the findings revealed that writing self-efficacy, motivation, and disposition each have a parallel mediating role between creativity and writing success. The study's results are discussed in connection to the pertinent research literature, and recommendations are made.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"54 ","pages":"Article 101654"},"PeriodicalIF":3.7,"publicationDate":"2024-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142418938","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 : 2024-09-20DOI: 10.1016/j.tsc.2024.101650
I-Chia Tsai , Fu-Song Hsu
Research in education has employed creative problem-solving (CPS) methodologies to enhance students’ learning efficacy. However, the majority of studies have focused on the effect of CPS on individual creativity. Few studies have examined the effects of CPS on teamwork and creativity. This study adopted CPS in a product design course, incorporating teamwork facilitated by an asynchronous online discussion platform. This platform fostered student engagement and iteration in knowledge construction through collaborative discussion. Additionally, experiments were conducted to evaluate the effectiveness of the proposed method. The study recruited 61 university students divided into two groups. One group underwent CPS-based instruction, which involved knowledge construction, utilization of the asynchronous online discussion platform, and CPS guidance. The second group received conventional instruction, where students were tasked with solving problems set by lecturers. The 14-week experiment revealed that CPS effectively enhanced students’ creativity, fostering increased discussion and reflection. Moreover, CPS encouraged students to engage in deeper thinking processes through teamwork, resulting in the development of more optimal product designs.
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