Thinking Skills and Creativity最新文献_第8页

Interpretable machine learning reveals key determinants of creative thinking among East Asian students: Evidence from PISA 2022 可解释的机器学习揭示了东亚学生创造性思维的关键决定因素：来自PISA 2022的证据

IF 4.5 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2025-11-19 DOI: 10.1016/j.tsc.2025.102069

Hui Chen , Hongji Deng , Hao Yu , Yan Dong , Huazhen Wang

This study investigates the key factors and underlying mechanisms influencing creative thinking among East Asian secondary school students using PISA 2022 data. Using a rigorous machine learning approach, we compared five predictive models and identified LightGBM as the most accurate in forecasting creative thinking. We subsequently employed SHAP (SHapley Additive exPlanations), an interpretable machine learning technique, to quantify feature contributions and decompose individual predictions into additive effects, enabling both global and local interpretability. The results revealed three key findings: 1) Academic performance (reading, science, and math performance), ESCS (family economic, social and cultural status), and gender were the five most important predictors; 2) While reading and science performance exhibited a nearly linear positive relationship with creative thinking, ESCS, math performance, empathy and self-efficacy in digital competencies exhibit threshold effects—their positive influence was strongest within optimal value ranges. By contrast, creative family climate and expected educational attainment showed negative relationship with creative thinking; 3) SHAP-based interaction analyses identified the strongest interactions between reading performance and ESCS, science performance and gender, and science performance and ESCS. These findings enhance the theoretical understanding of the multidimensional determinants of creative thinking in East Asian educational contexts and provide researchers and practitioners with empirically grounded insights for designing targeted interventions.

本研究利用国际学生评估项目（PISA） 2022数据，调查了影响东亚中学生创造性思维的关键因素和潜在机制。使用严格的机器学习方法，我们比较了五种预测模型，并确定LightGBM在预测创造性思维方面最准确。随后，我们采用SHAP (SHapley Additive exPlanations)，一种可解释的机器学习技术，量化特征贡献并将个体预测分解为可加性效应，从而实现全局和局部可解释性。结果揭示了三个关键发现：1)学业成绩（阅读、科学和数学成绩）、ESCS（家庭经济、社会和文化地位）和性别是五个最重要的预测因素；(2)阅读能力和科学能力与创造性思维表现出接近线性的正相关关系，ESCS、数学能力、共情能力和数字能力的自我效能表现出阈值效应，它们的正影响在最优值范围内最强。创造性家庭氛围、期望受教育程度与创造性思维呈负相关；3)基于shap的交互作用分析发现，阅读成绩与ESCS、科学成绩与性别、科学成绩与ESCS之间的交互作用最强。这些发现加强了对东亚教育背景下创造性思维的多维决定因素的理论理解，并为研究人员和实践者提供了设计有针对性干预措施的经验基础见解。

{"title":"Interpretable machine learning reveals key determinants of creative thinking among East Asian students: Evidence from PISA 2022","authors":"Hui Chen , Hongji Deng , Hao Yu , Yan Dong , Huazhen Wang","doi":"10.1016/j.tsc.2025.102069","DOIUrl":"10.1016/j.tsc.2025.102069","url":null,"abstract":"<div><div>This study investigates the key factors and underlying mechanisms influencing creative thinking among East Asian secondary school students using PISA 2022 data. Using a rigorous machine learning approach, we compared five predictive models and identified LightGBM as the most accurate in forecasting creative thinking. We subsequently employed SHAP (SHapley Additive exPlanations), an interpretable machine learning technique, to quantify feature contributions and decompose individual predictions into additive effects, enabling both global and local interpretability. The results revealed three key findings: 1) Academic performance (reading, science, and math performance), ESCS (family economic, social and cultural status), and gender were the five most important predictors; 2) While reading and science performance exhibited a nearly linear positive relationship with creative thinking, ESCS, math performance, empathy and self-efficacy in digital competencies exhibit threshold effects—their positive influence was strongest within optimal value ranges. By contrast, creative family climate and expected educational attainment showed negative relationship with creative thinking; 3) SHAP-based interaction analyses identified the strongest interactions between reading performance and ESCS, science performance and gender, and science performance and ESCS. These findings enhance the theoretical understanding of the multidimensional determinants of creative thinking in East Asian educational contexts and provide researchers and practitioners with empirically grounded insights for designing targeted interventions.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"60 ","pages":"Article 102069"},"PeriodicalIF":4.5,"publicationDate":"2025-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145623965","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}

引用次数: 0

Investigating the factors influencing secondary school students’ creative thinking based on the opportunity–propensity framework: Evidence from high-performing countries and regions 基于机会倾向框架的中学生创造性思维影响因素研究：来自高绩效国家和地区的证据

IF 4.5 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2025-11-17 DOI: 10.1016/j.tsc.2025.102067

Shuqi Zhang , Qiang Jiang , Weiyan Xiong , Jiarong Fan , Wei Zhao

In the 21st century, creative thinking is a fundamental higher-order cognitive ability that considerably influences teenagers’ academic achievements and future career prospects. Despite the extensiveness of research investigating the characteristics influencing creative thinking, studies that examine the factors associated with creative thinking via appropriate research methods remain limited. This study, which utilized an internationally representative sample (N = 69,398) across 9 countries and regions, outperformed significantly the OECD average in creative thinking in PISA 2022. Based on the opportunity–propensity (O-P) framework, it thoroughly examined the relative contribution of opportunity factors and propensity factors in adolescent students’ creative thinking. The hierarchical linear model and the random forest model were selected as the analytical methods. The findings indicate the following: (1) propensity factors have high relative explanatory power; (2) ESCS is a dominant predictor of creative thinking; (3) digital technology actively promotes the development of creative thinking; and (4) creative activities as well as multicultural atmosphere provided by schools play a key role in creative thinking. This research provides insights into comprehensively utilizing students’ creative thinking potential from a quantitative perspective and integrating various factors in digital environments.

在21世纪，创造性思维是一种基本的高阶认知能力，对青少年的学习成绩和未来的职业前景有很大的影响。尽管对影响创造性思维的特征进行了广泛的研究，但通过适当的研究方法来研究与创造性思维相关的因素的研究仍然有限。这项研究利用了来自9个国家和地区的具有国际代表性的样本（N = 69,398），在PISA 2022中，创造性思维的表现明显优于经合组织的平均水平。基于机会-倾向（O-P）框架，深入考察了机会因素和倾向因素对青少年学生创造性思维的相对贡献。选择层次线性模型和随机森林模型作为分析方法。研究结果表明：(1)倾向因子具有较高的相对解释力；(2) ESCS是创造性思维的主要预测因子；(3)数字技术积极促进创造性思维的发展；(4)学校提供的创造性活动和多元文化氛围对创造性思维起着关键作用。本研究从定量的角度综合利用学生的创造性思维潜力，整合数字环境下的各种因素。

{"title":"Investigating the factors influencing secondary school students’ creative thinking based on the opportunity–propensity framework: Evidence from high-performing countries and regions","authors":"Shuqi Zhang , Qiang Jiang , Weiyan Xiong , Jiarong Fan , Wei Zhao","doi":"10.1016/j.tsc.2025.102067","DOIUrl":"10.1016/j.tsc.2025.102067","url":null,"abstract":"<div><div>In the 21st century, creative thinking is a fundamental higher-order cognitive ability that considerably influences teenagers’ academic achievements and future career prospects. Despite the extensiveness of research investigating the characteristics influencing creative thinking, studies that examine the factors associated with creative thinking via appropriate research methods remain limited. This study, which utilized an internationally representative sample (<em>N</em> = 69,398) across 9 countries and regions, outperformed significantly the OECD average in creative thinking in PISA 2022. Based on the opportunity–propensity (O-P) framework, it thoroughly examined the relative contribution of opportunity factors and propensity factors in adolescent students’ creative thinking. The hierarchical linear model and the random forest model were selected as the analytical methods. The findings indicate the following: (1) propensity factors have high relative explanatory power; (2) ESCS is a dominant predictor of creative thinking; (3) digital technology actively promotes the development of creative thinking; and (4) creative activities as well as multicultural atmosphere provided by schools play a key role in creative thinking. This research provides insights into comprehensively utilizing students’ creative thinking potential from a quantitative perspective and integrating various factors in digital environments.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"60 ","pages":"Article 102067"},"PeriodicalIF":4.5,"publicationDate":"2025-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145579742","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}

引用次数: 0

Validating LLM-based alternative uses test scoring across ages 验证基于法学硕士的替代方案使用跨年龄的测试分数

IF 4.5 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2025-11-17 DOI: 10.1016/j.tsc.2025.102066

Eran Hadas, Ben Avital-Lev, Arnon Hershkovitz

Most creativity tests still rely on human raters, which makes large-scale assessment slow and expensive. We examined whether general-purpose large language models (LLMs) can replace human scoring for both flexibility and originality in Guilford’s Alternative Uses Test (AUT) across childhood, adolescence, and adulthood. Three previously collected datasets—106 Grade 3–4 children answering for “chair,” 119 Grade 9 participants for “disposable cup,” and 618 adults for “brick” and “paperclip”—were rescored for flexibility (idea categories) and originality (rarity) using OpenAI’s GPT-4o, GPT-4.1, and O3 models. Using our suggested protocol, the automatic scores were compared with expert judgments. A domain-specific fine-tuned baseline (OCSAI) provided an additional benchmark. LLMs reproduced human flexibility scores with very high agreement (mean r = 0.87, ICC =0.92); automatically generated flexibility categories overlapped 75–85 % with human taxonomies. Originality agreement reached r = 0.78 in children, 0.73 in adolescents, and 0.80 in adults, matching or exceeding the fine-tuned model. Score distributions for both constructs followed theoretical developmental patterns and showed no detectable gender bias. These findings show that current off-the-shelf models can deliver accurate, unbiased AUT flexibility and originality scores from elementary school through adulthood without finetuning, enabling scalable classroom feedback and large-cohort creativity research.

大多数创造力测试仍然依赖于人类评分，这使得大规模评估缓慢而昂贵。我们研究了通用大型语言模型（llm）是否可以在吉尔福德替代使用测试（AUT）中取代人类评分的灵活性和原创性，涵盖儿童、青少年和成年期。使用OpenAI的gpt - 40、GPT-4.1和O3模型重新收集了三个先前收集的数据集——106名3-4年级的孩子回答了“椅子”，119名9年级的参与者回答了“一次性杯子”，618名成年人回答了“砖块”和“回形针”——用于灵活性（想法类别）和独创性（稀有性）。使用我们建议的方案，将自动得分与专家判断进行比较。特定于领域的微调基线（OCSAI）提供了额外的基准。法学硕士对人类灵活性评分的再现具有非常高的一致性（平均r = 0.87, ICC =0.92）；自动生成的灵活分类与人类分类法有75 - 85%的重叠。原创性一致性在儿童中达到r = 0.78，在青少年中达到0.73，在成人中达到0.80，符合或超过微调模型。两个构念的得分分布都遵循理论发展模式，没有明显的性别偏见。这些发现表明，目前现成的模型可以提供准确、公正的AUT灵活性和独创性分数，从小学到成年，无需微调，可扩展的课堂反馈和大队列创造力研究。

{"title":"Validating LLM-based alternative uses test scoring across ages","authors":"Eran Hadas, Ben Avital-Lev, Arnon Hershkovitz","doi":"10.1016/j.tsc.2025.102066","DOIUrl":"10.1016/j.tsc.2025.102066","url":null,"abstract":"<div><div>Most creativity tests still rely on human raters, which makes large-scale assessment slow and expensive. We examined whether general-purpose large language models (LLMs) can replace human scoring for both flexibility and originality in Guilford’s Alternative Uses Test (AUT) across childhood, adolescence, and adulthood. Three previously collected datasets—106 Grade 3–4 children answering for “chair,” 119 Grade 9 participants for “disposable cup,” and 618 adults for “brick” and “paperclip”—were rescored for flexibility (idea categories) and originality (rarity) using OpenAI’s GPT-4o, GPT-4.1, and O3 models. Using our suggested protocol, the automatic scores were compared with expert judgments. A domain-specific fine-tuned baseline (OCSAI) provided an additional benchmark. LLMs reproduced human flexibility scores with very high agreement (mean <em>r</em> = 0.87, ICC =0.92); automatically generated flexibility categories overlapped 75–85 % with human taxonomies. Originality agreement reached <em>r</em> = 0.78 in children, 0.73 in adolescents, and 0.80 in adults, matching or exceeding the fine-tuned model. Score distributions for both constructs followed theoretical developmental patterns and showed no detectable gender bias. These findings show that current off-the-shelf models can deliver accurate, unbiased AUT flexibility and originality scores from elementary school through adulthood without finetuning, enabling scalable classroom feedback and large-cohort creativity research.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"60 ","pages":"Article 102066"},"PeriodicalIF":4.5,"publicationDate":"2025-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145579743","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}

引用次数: 0

A thematic analysis on the critical thinking performance of the first-year Chinese undergraduates 中国一年级大学生批判性思维表现的专题分析

IF 4.5 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2025-11-15 DOI: 10.1016/j.tsc.2025.102065

Yan Sun

This paper aims to distill the critical thinking (CT) frame internalized by Chinese college students based on a thematic analysis on their CT performance. Research data show a CT frame comprised of four key dimensions in content which include: 1) quality of argument, 2) textual organization, 3) emotional factors, and 4) dialectical thinking, and a thinking mechanism of association. What’s more, the underlying cultural factors are discussed further to account for the cognitive orientation, elucidating the intellectual coherence between the frame and traditional Chinese thought in wenxue and holistic thinking mode. The research adds up to the existing literature in highlighting the gap in Chinese college students between their questioning spirit and cognitive skills, confirming their lack of analytic thought and specifying their cognitive orientation with empirical evidence, which in turn calls for pedagogical considerations in mediating cognitive processes which may not be operative in their frame, and qualitative improvement on the critical knowledge of Chinese teachers as well.

本文旨在通过对中国大学生批判性思维表现的专题分析，提炼出中国大学生的批判性思维内化框架。研究数据表明，CT框架在内容上包含四个关键维度：1)论证质量，2)文本组织，3)情感因素，4)辩证思维，以及联想思维机制。并进一步探讨其背后的文化因素，以解释其认知取向，阐明其框架与中国传统文学思想和整体思维模式之间的智力一致性。本研究与已有文献相结合，突出了中国大学生的质疑精神与认知技能之间的差距，证实了他们缺乏分析思维，并以经验证据明确了他们的认知取向，这反过来又要求教学考虑在其框架中可能不起作用的认知过程中进行调解，并对中国教师的批判性知识进行定性改进。

引用次数: 0

Pre-evaluation of learning status based on logit models for music education in young children with special needs 基于logit模型的特殊需要幼儿音乐教育学习状态预评价

IF 4.5 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2025-11-15 DOI: 10.1016/j.tsc.2025.102063

Liza LEE , Ying Sing LIU

This study focuses on the pre-evaluation of the learning achievements derived from educational courses, aiming to control the risk of loss (attrition) in the use of educational resources for young children with special needs and ensuring that the desired results are achieved. Music education courses (MECs) for young children with special needs in Taiwan were used as a case study. We used the logit model to develop a predictive model that could pre-evaluate the learning achievement of course implementation through the historical teaching data of MECs, which could be used for quality supervision and risk control of learning outcomes in the future. This study analyzed video recordings of MECs implemented in Taiwan from January 2002 to December 2019. Each MEC was implemented for 40 min of music education three times a week for 16 consecutive weeks. Data from 269 valid participants aged 2–6 years were collected and analyzed. First, through empirical research, it was found that participants experienced significant improvements in linguistic competence, physical ability, interaction with others, and self-exposure after the course was implemented. Second, it was found that age group and gender were not associated with the risk of low learning achievement. However, there were significant differences in the risk of low learning achievement in young children with different disability categories, and the risk of low learning achievement in children with developmental delays was lower than that in children with other syndromes. Finally, through the established risk evaluation model, it was found that the overall prediction accuracy rate in the sample could reach 86.60 %, which confirms the better predictive power of this model. The predicted results are available for early response and processing by participants, teachers, and educational resource managers and can be used as a quality management method for curriculum implementation.

本研究的重点是对教育课程的学习成果进行预评估，旨在控制特殊需要幼儿在使用教育资源过程中损失（损耗）的风险，确保达到预期效果。本研究以台湾特殊需要幼儿音乐教育课程为个案进行研究。我们利用logit模型建立了一个预测模型，通过MECs的历史教学数据对课程实施的学习成果进行预评估，可用于未来学习成果的质量监督和风险控制。本研究分析了2002年1月至2019年12月在台湾实施的mec的视频记录。每个MEC每周进行3次音乐教育，每次40分钟，连续16周。收集并分析了269名2-6岁有效参与者的数据。首先，通过实证研究发现，课程实施后，参与者在语言能力、身体能力、与他人互动、自我暴露等方面均有显著提高。其次，发现年龄和性别与学习成绩低的风险无关。然而，不同残疾类别幼儿的低学习成就风险存在显著差异，发育迟缓儿童的低学习成就风险低于其他综合征儿童。最后，通过建立的风险评价模型，发现样本的整体预测准确率可达86.60%，证实了该模型较好的预测能力。预测结果可供参与者、教师和教育资源管理者早期响应和处理，并可作为课程实施的质量管理方法。

{"title":"Pre-evaluation of learning status based on logit models for music education in young children with special needs","authors":"Liza LEE , Ying Sing LIU","doi":"10.1016/j.tsc.2025.102063","DOIUrl":"10.1016/j.tsc.2025.102063","url":null,"abstract":"<div><div>This study focuses on the pre-evaluation of the learning achievements derived from educational courses, aiming to control the risk of loss (attrition) in the use of educational resources for young children with special needs and ensuring that the desired results are achieved. Music education courses (MECs) for young children with special needs in Taiwan were used as a case study. We used the logit model to develop a predictive model that could pre-evaluate the learning achievement of course implementation through the historical teaching data of MECs, which could be used for quality supervision and risk control of learning outcomes in the future. This study analyzed video recordings of MECs implemented in Taiwan from January 2002 to December 2019. Each MEC was implemented for 40 min of music education three times a week for 16 consecutive weeks. Data from 269 valid participants aged 2–6 years were collected and analyzed. First, through empirical research, it was found that participants experienced significant improvements in linguistic competence, physical ability, interaction with others, and self-exposure after the course was implemented. Second, it was found that age group and gender were not associated with the risk of low learning achievement. However, there were significant differences in the risk of low learning achievement in young children with different disability categories, and the risk of low learning achievement in children with developmental delays was lower than that in children with other syndromes. Finally, through the established risk evaluation model, it was found that the overall prediction accuracy rate in the sample could reach 86.60 %, which confirms the better predictive power of this model. The predicted results are available for early response and processing by participants, teachers, and educational resource managers and can be used as a quality management method for curriculum implementation.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"60 ","pages":"Article 102063"},"PeriodicalIF":4.5,"publicationDate":"2025-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145579741","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}

引用次数: 0

Scientific reasoning scale in Italy: Validation studies 意大利的科学推理量表：验证研究

IF 4.5 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2025-11-13 DOI: 10.1016/j.tsc.2025.102064

Rossella Caliciuri, Margherita Lanz

This study presents validity evidence for the Italian adaptation of the Scientific Reasoning Scale (SRS), addressing the lack of a measure of scientific reasoning in the Italian context. A multi-study, multi-method approach was employed, including back-translation, pilot testing, expert interviews, cognitive interviews, and Structural Equation Modeling, to evaluate the psychometric properties and accumulate validity evidence supporting the intended interpretation and use of the scale scores. A total of 897 Italian adults (aged 18–60) participated in the study. Consistent with the contemporary view of validity, we gathered diverse evidence supporting the scale's validity. Confirmatory Factor Analysis confirmed a unidimensional structure and modest composite reliability was observed, suggesting that future item development could strengthen measurement precision. Multi-group analyses supported full measurement invariance across gender, age, employment status, political orientation, and religious affiliation, enhancing generalizability and reducing measurement bias. Education level was the only variable associated with differences in SRS scores, with higher-educated individuals reporting significantly higher levels. Convergent validity was established through correlations with the Cognitive Reflection Test and the Probabilistic Reasoning Scale. Criterion-related validity was demonstrated through relationships with climate change awareness and beliefs, and different paranormal health beliefs. Given the adaptation of the response format from true/false to multiple-choice, this Italian version should be considered an adaptation that, although potentially limiting cross-national comparability, improves linguistic and ecological fit within the Italian context. The Italian SRS provides a valuable tool for future research on scientific reasoning and contributes to the international effort to assess and improve scientific literacy, aligning with the objectives of PISA 2025 (‘Programme for International Student Assessment’). The findings regarding the relationship between education level and scientific reasoning scores highlight a potential area for educational intervention, suggesting that formal training in scientific methodology may be necessary to fully develop these skills during compulsory schooling.

本研究提出了意大利适应科学推理量表（SRS）的有效性证据，解决了在意大利语境中缺乏科学推理的措施。采用多研究、多方法的方法，包括反向翻译、试点测试、专家访谈、认知访谈和结构方程模型，来评估心理测量特性，并积累效度证据，支持量表分数的预期解释和使用。共有897名意大利成年人（18-60岁）参与了这项研究。与当代的效度观点一致，我们收集了各种证据来支持量表的效度。验证性因子分析证实了量表的单维度结构和适度的复合信度，表明未来的项目开发可以提高测量精度。多组分析支持跨性别、年龄、就业状况、政治取向和宗教信仰的完全测量不变性，增强了概括性，减少了测量偏差。教育水平是与SRS得分差异相关的唯一变量，受教育程度越高的个体报告的水平明显越高。通过与认知反射测验和概率推理量表的相关性来建立收敛效度。标准相关效度通过与气候变化意识和信念以及不同的超自然健康信念的关系来证明。考虑到从真/假到选择题的回答格式的调整，这个意大利语版本应该被认为是一种调整，尽管可能限制了跨国的可比性，但提高了意大利语语境中的语言和生态契合度。意大利的SRS为未来的科学推理研究提供了一个有价值的工具，并为评估和提高科学素养的国际努力做出了贡献，与PISA 2025（“国际学生评估计划”）的目标保持一致。关于教育水平和科学推理分数之间关系的研究结果突出了教育干预的一个潜在领域，表明在义务教育期间，要充分发展这些技能，可能有必要进行科学方法论的正式培训。

{"title":"Scientific reasoning scale in Italy: Validation studies","authors":"Rossella Caliciuri, Margherita Lanz","doi":"10.1016/j.tsc.2025.102064","DOIUrl":"10.1016/j.tsc.2025.102064","url":null,"abstract":"<div><div>This study presents validity evidence for the Italian adaptation of the Scientific Reasoning Scale (SRS), addressing the lack of a measure of scientific reasoning in the Italian context. A multi-study, multi-method approach was employed, including back-translation, pilot testing, expert interviews, cognitive interviews, and Structural Equation Modeling, to evaluate the psychometric properties and accumulate validity evidence supporting the intended interpretation and use of the scale scores. A total of 897 Italian adults (aged 18–60) participated in the study. Consistent with the contemporary view of validity, we gathered diverse evidence supporting the scale's validity. Confirmatory Factor Analysis confirmed a unidimensional structure and modest composite reliability was observed, suggesting that future item development could strengthen measurement precision. Multi-group analyses supported full measurement invariance across gender, age, employment status, political orientation, and religious affiliation, enhancing generalizability and reducing measurement bias. Education level was the only variable associated with differences in SRS scores, with higher-educated individuals reporting significantly higher levels. Convergent validity was established through correlations with the Cognitive Reflection Test and the Probabilistic Reasoning Scale. Criterion-related validity was demonstrated through relationships with climate change awareness and beliefs, and different paranormal health beliefs. Given the adaptation of the response format from true/false to multiple-choice, this Italian version should be considered an adaptation that, although potentially limiting cross-national comparability, improves linguistic and ecological fit within the Italian context. The Italian SRS provides a valuable tool for future research on scientific reasoning and contributes to the international effort to assess and improve scientific literacy, aligning with the objectives of PISA 2025 (‘Programme for International Student Assessment’). The findings regarding the relationship between education level and scientific reasoning scores highlight a potential area for educational intervention, suggesting that formal training in scientific methodology may be necessary to fully develop these skills during compulsory schooling.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"60 ","pages":"Article 102064"},"PeriodicalIF":4.5,"publicationDate":"2025-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145579745","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}

引用次数: 0

Comparative analysis of structured and problem-based metacognitive scaffoldings in collaborative programming activities for primary school students 小学生协同规划活动中结构化与问题型元认知框架的比较分析

IF 4.5 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2025-11-13 DOI: 10.1016/j.tsc.2025.102062

Haiyan Huang , Mengmeng Cheng , Yanan Zeng

The evidence supporting how metacognitive scaffolding effectively fosters collaborative programming is increasing; however, the specific type of metacognitive scaffolding most beneficial in this context remains unclear. To further investigate this, the present study utilized a quasi-experimental design to compare the effects of structured and problem-based metacognitive scaffolding on collaborative programming among primary school students. Their impact on students’ metacognitive behaviors during learning, as well as on learning outcomes (metacognitive abilities and programming project scores), was examined, which included retention of any improvements in metacognitive abilities after the removal of scaffolding. The findings reveal that both structured and problem-based metacognitive scaffolding significantly enhanced students’ metacognitive abilities (p < 0.05), with no significant difference in the retention of these abilities. Neither type of scaffolding enhanced students’ programming project scores. However, the problem-based metacognitive scaffolding group demonstrated more metacognitive behaviors than the structured group (282, 56.9% vs. 214, 43.1%) (p < 0.01), in particular, in terms of enacting strategies (163, 58.8% vs.114, 41.2%) (p < 0.01) and monitoring and controlling (61, 63.5% vs. 35, 36.5%) (p < 0.01) metacognitive behaviors. Guidelines for designing collaborative programming activities were developed based on these findings and are discussed in this study.

支持元认知支架如何有效促进协作编程的证据正在增加；然而，在这种情况下最有益的元认知支架的具体类型仍不清楚。为了进一步探讨这一点，本研究采用准实验设计来比较结构化和基于问题的元认知脚手架对小学生协作编程的影响。他们对学生在学习过程中的元认知行为以及学习结果（元认知能力和编程项目分数）的影响进行了研究，其中包括移除脚手架后元认知能力的任何改善的保留。结果显示，结构化元认知支架和基于问题的元认知支架均显著提高了学生的元认知能力（p < 0.05），但在这些能力的保留上没有显著差异。这两种脚手架都不能提高学生的编程项目分数。然而，基于问题的元认知支架组比结构化组表现出更多的元认知行为（282,56.9% vs. 214, 43.1%）（p < 0.01），特别是在制定策略（163,58.8% vs.114, 41.2%）（p < 0.01）和监控（61,63.5% vs. 35, 36.5%）（p < 0.01）元认知行为。设计协作编程活动的指导方针是基于这些发现制定的，并在本研究中进行了讨论。

{"title":"Comparative analysis of structured and problem-based metacognitive scaffoldings in collaborative programming activities for primary school students","authors":"Haiyan Huang , Mengmeng Cheng , Yanan Zeng","doi":"10.1016/j.tsc.2025.102062","DOIUrl":"10.1016/j.tsc.2025.102062","url":null,"abstract":"<div><div>The evidence supporting how metacognitive scaffolding effectively fosters collaborative programming is increasing; however, the specific type of metacognitive scaffolding most beneficial in this context remains unclear. To further investigate this, the present study utilized a quasi-experimental design to compare the effects of structured and problem-based metacognitive scaffolding on collaborative programming among primary school students. Their impact on students’ metacognitive behaviors during learning, as well as on learning outcomes (metacognitive abilities and programming project scores), was examined, which included retention of any improvements in metacognitive abilities after the removal of scaffolding. The findings reveal that both structured and problem-based metacognitive scaffolding significantly enhanced students’ metacognitive abilities (<em>p</em> < 0.05), with no significant difference in the retention of these abilities. Neither type of scaffolding enhanced students’ programming project scores. However, the problem-based metacognitive scaffolding group demonstrated more metacognitive behaviors than the structured group (282, 56.9% vs. 214, 43.1%) (<em>p</em> < 0.01), in particular, in terms of enacting strategies (163, 58.8% vs.114, 41.2%) (<em>p</em> < 0.01) and monitoring and controlling (61, 63.5% vs. 35, 36.5%) (<em>p</em> < 0.01) metacognitive behaviors. Guidelines for designing collaborative programming activities were developed based on these findings and are discussed in this study.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"60 ","pages":"Article 102062"},"PeriodicalIF":4.5,"publicationDate":"2025-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145579746","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}

引用次数: 0

Comparison of high school textbooks analyzing higher order thinking skills development in India and Singapore 分析印度和新加坡高阶思维技能发展的高中教科书比较

IF 4.5 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2025-11-12 DOI: 10.1016/j.tsc.2025.102058

Kamal Chawla , Jaai Uday Phatak , Reetika Chawla

In the current study, we compare how high school textbooks from India and Singapore cultivate higher-order thinking skills (HOTS). By conducting a comparative quantitative content analysis of mathematics textbooks from two countries, we classify every textbook task using an integrated framework that combines Revised Bloom’s Taxonomy and Blasco’s Curricular Space. We then calculate the frequency and distribution of each category of the framework and apply a chi-square test to compare the two textbook sets. Further analysis also examines variations across mathematical topics to identify patterns or trends in promoting HOTS. The results show significant cross-national differences in the allocation of analysis, evaluation, and creation tasks. These findings inform curriculum reform by offering evidence-based guidance on embedding higher-order thinking and reflection into secondary mathematics programs worldwide, thereby supporting students’ cognitive development in diverse educational contexts.

在当前的研究中，我们比较了印度和新加坡的高中教科书如何培养高阶思维技能（HOTS）。通过对两国数学教科书进行比较定量的内容分析，我们使用一个结合修订布鲁姆分类法和布拉斯科课程空间的综合框架对每个教科书任务进行分类。然后，我们计算框架的每个类别的频率和分布，并应用卡方检验来比较两个教科书集。进一步的分析还检查了数学主题之间的差异，以确定促进HOTS的模式或趋势。结果显示，在分析、评价和创造任务的分配上存在显著的跨国差异。这些发现为课程改革提供了依据，为将高阶思维和反思融入世界各地的中学数学课程提供了循证指导，从而支持学生在不同教育背景下的认知发展。

引用次数: 0

Reimaging intuition: How artificial intelligence image-generation technologies reshape graphic designers' creative patterns 重塑直觉：人工智能图像生成技术如何重塑平面设计师的创作模式

IF 4.5 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2025-11-12 DOI: 10.1016/j.tsc.2025.102061

Hong Zhang , Jie Wei , Cheryl Zhenyu Qian

In the rapidly evolving field of graphic design, this research critically examines the enduring significance of intuition amidst the advent of generative artificial intelligence (Gen AI) and image-generation technologies. Despite the increasing integration of AI into design methodologies, intuition remains a cornerstone of creativity. This study investigates the interplay between intuition and AI-assisted design through a structured inquiry involving 20 participants, comprising graduate students and experienced graphic designers (aged 21–45) with prior experience using AI design tools. Utilizing Cultural Probes, including Design Challenge Cards, Intuition Tracking Sheets, and retrospective interviews, participants documented their intuitive decision-making processes while creating a scientific journal cover using ChatGPT-4.0′s image-generation technology. The findings elucidate the “Intuition Flow” concept within the Gen AI-augmented design process, highlighting a nuanced interplay between designers’ intuitive faculties and AI. By bridging empirical insights with existing scholarship, the study advances a theory-informed understanding of how intuition is reconfigured in AI-supported creative practice. It offers both theoretical and practical insights for the management of intelligent, creative design, illustrating how the fusion of human intuition and Gen AI can drive innovation in contemporary graphic design.

在快速发展的平面设计领域，本研究在生成人工智能（Gen AI）和图像生成技术的出现中批判性地审视了直觉的持久意义。尽管人工智能越来越多地融入设计方法，但直觉仍然是创造力的基石。本研究通过对20名参与者的结构化调查，调查了直觉与人工智能辅助设计之间的相互作用，参与者包括研究生和有使用人工智能设计工具经验的经验丰富的平面设计师（21-45岁）。利用文化探针，包括设计挑战卡、直觉跟踪表和回顾性访谈，参与者记录了他们的直觉决策过程，同时使用ChatGPT-4.0的图像生成技术创建科学期刊封面。研究结果阐明了Gen AI增强设计过程中的“直觉流”概念，强调了设计师的直觉能力与AI之间微妙的相互作用。通过将实证见解与现有学术联系起来，该研究提出了一种基于理论的理解，即直觉如何在人工智能支持的创造性实践中被重新配置。它为智能创意设计的管理提供了理论和实践见解，说明了人类直觉和Gen AI的融合如何推动当代平面设计的创新。

{"title":"Reimaging intuition: How artificial intelligence image-generation technologies reshape graphic designers' creative patterns","authors":"Hong Zhang , Jie Wei , Cheryl Zhenyu Qian","doi":"10.1016/j.tsc.2025.102061","DOIUrl":"10.1016/j.tsc.2025.102061","url":null,"abstract":"<div><div>In the rapidly evolving field of graphic design, this research critically examines the enduring significance of intuition amidst the advent of generative artificial intelligence (Gen AI) and image-generation technologies. Despite the increasing integration of AI into design methodologies, intuition remains a cornerstone of creativity. This study investigates the interplay between intuition and AI-assisted design through a structured inquiry involving 20 participants, comprising graduate students and experienced graphic designers (aged 21–45) with prior experience using AI design tools. Utilizing Cultural Probes, including Design Challenge Cards, Intuition Tracking Sheets, and retrospective interviews, participants documented their intuitive decision-making processes while creating a scientific journal cover using ChatGPT-4.0′s image-generation technology. The findings elucidate the “Intuition Flow” concept within the Gen AI-augmented design process, highlighting a nuanced interplay between designers’ intuitive faculties and AI. By bridging empirical insights with existing scholarship, the study advances a theory-informed understanding of how intuition is reconfigured in AI-supported creative practice. It offers both theoretical and practical insights for the management of intelligent, creative design, illustrating how the fusion of human intuition and Gen AI can drive innovation in contemporary graphic design.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"60 ","pages":"Article 102061"},"PeriodicalIF":4.5,"publicationDate":"2025-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145623966","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}

引用次数: 0

Learning to be wrong: using Socratic Challenge to foster critical thinking 学会犯错：用苏格拉底挑战培养批判性思维

IF 4.5 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2025-11-12 DOI: 10.1016/j.tsc.2025.102060

Michele Flammia , Alina Reznitskaya , Jonathan Osborne

Contemporary educators view classroom dialogue as an effective pedagogy that promotes critical thinking and, consequently, disciplinary knowledge. Yet, many current dialogue-based models may not be sufficiently robust to help students learn to discriminate among competing claims and, whenever appropriate, change their initial positions. In this article, we introduce an instructional approach we call Socratic Challenge. Inspired by the centuries-old model used by Socrates, as well as contemporary research in education, this approach relies on brief and critical exchanges between the teacher and the learner in the context of strong counterintuitive arguments. We discuss the importance of truth as a collective goal of a dialogue designed to foster the development of critical thinking and examine the role of cognitive dissonance and social interaction in supporting key practices of Socratic Challenge: strengthening the critical-analytic function of dialogue and attending to students’ epistemic emotions. Next, we illustrate a step-by-step process for implementing Socratic Challenge. To show how Socratic Challenge can offer opportunities for students to progressively recognize errors in their reasoning and process the emotions associated with being wrong, we draw on transcripts from a discussion in a high-school philosophy class. We then argue that truth-seeking dialogue should not be restricted to a specific disciplinary context. Instead, educators should capitalize on the transdisciplinary nature of philosophy and use it to promote student learning across school curricula. While the contribution of this article is largely theoretical, we draw on the concept of Socratic Challenge to question some of the common assumptions and instructional practices aimed at promoting critical thinking and disciplinary knowledge through dialogue. This analysis exposes disagreements about the role of truth and critique during dialogue, providing guidance for future empirical studies.

当代教育家认为课堂对话是一种有效的教学法，可以促进批判性思维，从而促进学科知识。然而，目前许多基于对话的模型可能不够强大，无法帮助学生学会区分相互竞争的主张，并在适当的时候改变他们的初始立场。在本文中，我们将介绍一种我们称之为“苏格拉底挑战”的教学方法。这种方法的灵感来自于苏格拉底使用了几个世纪的模型，以及当代教育研究，它依赖于教师和学习者之间在强烈的反直觉论点的背景下进行简短而批判性的交流。我们讨论了真理作为旨在促进批判性思维发展的对话的集体目标的重要性，并研究了认知失调和社会互动在支持苏格拉底挑战的关键实践中的作用：加强对话的批判性分析功能和关注学生的认知情感。接下来，我们将逐步说明实现苏格拉底挑战的过程。为了展示苏格拉底挑战如何为学生提供机会，让他们逐步认识到推理中的错误，并处理与错误相关的情绪，我们引用了高中哲学课上的讨论记录。然后我们认为，寻求真理的对话不应局限于特定的学科背景。相反，教育工作者应该利用哲学的跨学科性质，并利用它来促进学生在学校课程中的学习。虽然本文的贡献主要是理论性的，但我们借鉴了苏格拉底挑战的概念，对一些旨在通过对话促进批判性思维和学科知识的常见假设和教学实践提出了质疑。这一分析揭示了关于真理和批判在对话中的作用的分歧，为未来的实证研究提供指导。

{"title":"Learning to be wrong: using Socratic Challenge to foster critical thinking","authors":"Michele Flammia , Alina Reznitskaya , Jonathan Osborne","doi":"10.1016/j.tsc.2025.102060","DOIUrl":"10.1016/j.tsc.2025.102060","url":null,"abstract":"<div><div>Contemporary educators view classroom dialogue as an effective pedagogy that promotes critical thinking and, consequently, disciplinary knowledge. Yet, many current dialogue-based models may not be sufficiently robust to help students learn to discriminate among competing claims and, whenever appropriate, change their initial positions. In this article, we introduce an instructional approach we call <em>Socratic Challenge.</em> Inspired by the centuries-old model used by Socrates, as well as contemporary research in education, this approach relies on brief and critical exchanges between the teacher and the learner in the context of strong counterintuitive arguments. We discuss the importance of truth as a collective goal of a dialogue designed to foster the development of critical thinking and examine the role of cognitive dissonance and social interaction in supporting key practices of <em>Socratic Challenge</em>: strengthening the critical-analytic function of dialogue and attending to students’ epistemic emotions. Next, we illustrate a step-by-step process for implementing <em>Socratic Challenge.</em> To show how <em>Socratic Challenge</em> can offer opportunities for students to progressively recognize errors in their reasoning and process the emotions associated with being wrong, we draw on transcripts from a discussion in a high-school philosophy class. We then argue that truth-seeking dialogue should not be restricted to a specific disciplinary context. Instead, educators should capitalize on the transdisciplinary nature of philosophy and use it to promote student learning across school curricula. While the contribution of this article is largely theoretical, we draw on the concept of <em>Socratic Challenge</em> to question some of the common assumptions and instructional practices aimed at promoting critical thinking and disciplinary knowledge through dialogue. This analysis exposes disagreements about the role of truth and critique during dialogue, providing guidance for future empirical studies.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"60 ","pages":"Article 102060"},"PeriodicalIF":4.5,"publicationDate":"2025-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145579818","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}

引用次数: 0