Thinking Skills and Creativity最新文献

Collective reflection is essential for teachers' professional growth which involves multiple individuals participating in reflective exercises. However, collective reflection often faces problems such as disorganization and inadequate criticism. This study utilized the six-hat thinking framework to structure collective reflection among pre-service teachers during project-based instructional design learning. Despite its known collaboration-boosting effects, the impact of six-hat thinking technique on pre-service teachers' collective reflection, particularly within co-regulation, is under-explored. Focusing on Blue Hat's coordinating role on monitoring and planning, this study employed co-regulation coding and Lag Sequential Analysis (LSA) to analyze collective reflection behaviors. Findings uncovered co-regulation patterns within the six-hat-enhanced reflection, emphasizing Blue Hat's significance. This study distinguished regulation patterns between high and low-level understanding on grasping the six-hat thinking technique. High-understanding groups demonstrated co-regulation centered on regulation-evaluation, fostering self-assessment of instructional design projects and refinement planning. Conversely, low-understanding groups exhibited a pattern focused on task verification, neglecting group work regulation or evaluation. This study also delved into LSA-derived empirical insights on communication dynamics underlying co-regulation in six-hat-integrated collective reflection.

Negative feedback can temporarily relieve negative Chinese transfer (NCT) in English as a foreign language (EFL) syntactic writing by focusing only on the surface writing constructs, neglecting that EFL writing is an embodiment of the process by which higher-order thinking operates. To solve the problem, the researchers conducted a pretest, interventionist group dynamic assessment (IGDA) in the form of negative feedback based on computational thinking (CT), higher-order thinking, and post-test quasi-experimental design, with a control group receiving the direct correction feedback instructing model to mitigate the NCT in EFL syntactic writing. We analyzed the syntactic writing types and frequencies of the NCT obtained through repeated-measure ANOVA and confirmed by qualitative data through video recording. The results indicated that IGDA in the form of negative feedback based on CT principal skills could (1) significantly decrease syntactic writing errors caused by the NCT, (2) improve learners’ EFL writing performance, and finally, (3) elevate the computer as an essential mediation tool. This innovative instructing mode of intervening with writing constructs and higher-order thinking and bringing about deeper thinking and creativity contributes to the EFL writing teaching methodology in a foreign language higher education.

The correlation between individuals’ creativity performances in a one-to-one interactive situation was preliminarily explored. Neuroimaging has provided many insights into the neural connectome that underlies creativity; however, the role of brain structure in individuals’ creativity performance when collaborating with others remains largely unexplored. Therefore, this study collected data from 74 single- and paired-player participants using an interactive creativity task platform, including the alternative use task (AUT) and the Chinese Radical Remote Associates Test (CRRAT). Participants’ AUT and CRRAT scores in the above two modes were collected to analyze the moderating effects of connective efficiency (CE). The results showed that the relationship between originality performance in the single- and paired-player modes was moderated by four theoretical graph measures. Specifically, in the case of a high clustering coefficient, local efficiency, global efficiency, or low characteristic path length, individual originality performance was more predictive of interactive originality. Additionally, the relationship between fluency performance in the above two modes was not moderated by CE, flexibility, or CRRAT performance. This study identified the effects of neural transmission efficiency on the relationship between creativity in the two modes. This study investigated neurocognitive factors influencing creativity performance in interactive situations.

Epistemic beliefs and emotions can exert a profound effect on individuals' academic motivation and achievement. This study presents a plausible model to explore the relationships among engineering students' epistemic beliefs, epistemic emotions, and their use of problem-solving strategies within project design contexts. Findings from path analysis indicate that students who believe design-related engineering knowledge should be justified in multiple ways demonstrate a higher level of positive epistemic emotions. Those who believe foundational engineering knowledge is uncertain and evolving show a lower level of boredom when confronted with design problems. Students experiencing positive epistemic emotions tend to use more problem-solving strategies in their design projects, leading to higher achievement in the design course. Those grappling with boredom tend to use fewer problem-solving strategies, resulting in lower achievement in the design course. Connections between epistemic cognition research and instructional practices in engineering education are discussed.

Creative problem solving (CPS) is crucial for learners in our rapidly changing society. Literature suggests that cooperative learning environments, which encourage the exchange of ideas and new perspectives, can foster CPS. However, in reality, students often face low motivation, which hinders their willingness to work collaboratively. Limited empirical research has simultaneously addressed both CPS and learning motivation. Therefore, this quasi-experimental research aims to compare CPS and learning motivation in social studies before and after participation in gamified cooperative learning activities (GCL) and traditional cooperative learning activities (TCL), as well as between the two groups. The study involved 64 seventh-grade Thai students selected through purposive sampling. Data analysis included descriptive statistics, paired samples, and independent-samples t-tests. The findings indicated a significant increase in overall CPS and learning motivation in the GCL group. Furthermore, the overall CPS of the GCL group was significantly higher than that of the TCL group, although certain subcategories did not show significant differences. This study provides empirical insights into developing learning activities that enhance creative problem-solving and learning motivation, contributing to the literature on cooperative learning approaches that incorporate gamification.

Indonesian government policy has emphasised Critical Thinking development in secondary school students to position the nation for better engagement with global concerns, including the Industrial Revolution 4.0. A vehicle of choice to achieve this Critical Thinking development is English as an Additional Language in Secondary Schooling. This article presents a qualitative study that investigated the characteristics and prevalence of Years 10, 11 and 12 Critical Thinking in English listening and speaking tasks in an Indonesian high school. Data were generated through sustained engagement with one class in each year level, providing rich and detailed classroom data. These data were analysed with a conceptual framework of Critical Thinking in English Listening and Speaking to determine the characteristics of student Critical Thinking. Frequency counts of the characteristics yielded the prevalence of Critical Thinking in the period of engagement with each class. The point of intersection between Critical Thinking policy and its implementation demonstrates the congruence and dissonance between the actualised student Critical Thinking and teacher documents. Results showed that the characteristics and prevalence of Critical Thinking were fundamentally different for each year group, in large part due to the differences in teacher facilitation of Critical Thinking, despite, or because of, the overarching policy directives.

To response the calls of reducing single-use plastic consumption, scientists are increasingly interested in exploring alternatives to plastic for making drinking straws. Many commercial eco-friendly drinking straws are made using several raw materials namely paper, wheat, or rice. These involve complex machinery process and advanced technology that are too complicate for students to learn applying skills and knowledge in implementation. One of alternatives is the straw from nature innovation of Sakon Nakhon Rajabhat University (SNRU). It uses flours as raw materials and relies on basic science knowledge of polymer. The innovation has been simplified as an affordable science learning kit for students learning science through making edible drinking straws without using machine and chemical contained. This study developed a STEAM activity “Eco-Friendly Straw” based the science learning kit to examine students’ basic science process skills (BSPS). The STEAM activity consisted of four sections corresponding to six-procedure engineering design process (EDP). The samples were 120 students from secondary school and high school levels with 60 people per level. The students’ group worksheets and produced drinking straws were analyzed and revealed that BSPS performance of the high school students was higher. The art discipline of the STEAM activity was found fostering learning engagement of the students whose BSPS scores were low. The change of pre-test to post-test on polymer of both student levels was found a significant difference. The satisfaction of the secondary school students was higher. Guidance for teachers interested applying this STEAM activity to their classrooms is provided.

This study investigated the roles of fluid intelligence, semantic knowledge, and personality using the semantic similarity test (SST), which assesses participants’ relational reasoning abilities. Based on the original SST (Stamenković et al., Journal of Memory and Language, 105: 108–118, 2019), in Study 1, we developed the Japanese version of the SST with 20-word pairs (e.g., “time-river”) and rubrics (e.g., “it flows” corresponds to 2 pts) to classify participants’ brief explanations into three levels (2 pts, perfectly captures the relationship of two words; 1 pt, partially captures the relationship of two words; 0 pt, bad response) for each. In Studies 2 and 4, we confirmed that the SST scores showed a weak to moderate positive correlation with both vocabulary indices (the Japanese Vocabulary Size Estimation Test and vocabulary test derived from the WAIS-IV Vocabulary subscale) and the fluid intelligence index (Raven Progressive Matrices Short); however, it did not show a positive correlation with openness. In Study 3, we confirmed that the SST had reasonable test–retest reliability. These results showed that the Japanese version of the SST is related to both semantic knowledge and fluid intelligence, but has a limited relationship with the Big Five personality traits, especially openness.

In secondary school philosophy classes students learn to reason critically about social and scientific issues. This study examined the effects of a whole-class, teacher-led philosophy classroom dialogue intervention on students’ value-loaded critical thinking. Value-loaded critical thinking is logically consistent, self-reflective reasoning focused on making moral value-judgments about what is right to believe or do. In a quasi-experimental study (N = 437 students) with a pre-test post-test design, we investigated whether engaging in classroom dialogues in which the teachers implemented five design principles for promoting value-loaded critical thinking and transfer thereof, positively affected students’ (n = 150) value-loaded critical thinking in transfer tasks. The results were compared to two comparison conditions: students (n = 149) who participated in regular teacher-led philosophy classroom dialogues and students (n = 145) who followed a regular 10th-grade curriculum without philosophy classes. Results showed that students in the intervention condition outperformed students in both comparison conditions on referring to moral values. Regarding critical reasoning, we only found significant effects compared to the students who followed the regular 10th-grade curriculum. Findings indicate that a specifically designed dialogic intervention can enhance students’ capacities in value-loaded critical thinking.

The purpose of this investigation was to develop an instrument that measures the extent to which people believe that creativity leads to well-being. The instrument was designed to have two factors: belief that creativity leads to well-being in the short-term and belief that creativity leads to well-being in the long-term. The factors reflected a bipartite conceptualization of well-being as hedonia (short-term) and eudaimonia (long-term). Study 1 provided a basis for reliability and the hypothesized factor structure, offering evidence that there is indeed a distinction between seeing the connection between creativity and well-being more beneficially in the short-term versus the long-term. In Study 2, a confirmatory factor analysis provided further evidence for the two-factor structure. We also found a weak but significant relationship to two related measures: the Subjective Happiness Scale (SHS; Lyubomirsky & Lepper, 1999) and the Satisfaction with Life Scale (SWLS; Diener et al., 1985), and with creative self-efficacy.