释放创造潜能:评估基于认知的课堂创造力培训计划的影响

IF 3.7 2区 教育学 Q1 Social Sciences Thinking Skills and Creativity Pub Date : 2024-07-07 DOI:10.1016/j.tsc.2024.101582
Peiyao Chen , Tongwei Liu , Qiyang Gao
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引用次数: 0

摘要

虽然支持以认知为基础的创造力训练作为提高创造性思维的一种手段的证据越来越多,但其长期效果以及哪些人可以从训练中受益仍不清楚。为了填补这一空白,我们为学龄儿童开发了基于认知的创造力训练课程,并通过前测、后测和跟踪测试评估其效果,同时比较了两组在前测中工作记忆匹配的儿童的表现。其中一组(33 人)接受了培训计划,而另一组(27 人)则参加了积极对照组。结果表明,在后测试中,训练组的创造性思维表现明显优于对照组。这种差异持续了六个月,而且创造性思维的提高与工作记忆的变化无关,这是用一个子样本确定的。此外,培训前创造性思维水平较低的人从培训中获得的收益要高于创造性思维水平较高的人。
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Unleashing creative potential: Evaluating the impact of a cognitive-based creativity training program in the classroom

While the evidence supporting cognitive-based creativity training as a means of enhancing creative thinking is increasing, its long-term effects and who can benefit from the training remain unclear. To address this gap, we developed a cognitive-based creativity training program for school-aged children and assessed its efficacy through pre-, post-, and follow-up tests, comparing the performance of two groups matched for working memory in the pre-test. One group (n = 33) underwent the training program, whereas the other group (n = 27) participated in the active control condition. The results showed that the training group exhibited significantly better creative thinking performance than the control group in the post-test. This difference was sustained over six months, and the improvement in creative thinking was independent of any changes in working memory, as determined using a subsample. In addition, individuals with lower levels of creative thinking performance before training gained more from training than those with higher levels.

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来源期刊
Thinking Skills and Creativity
Thinking Skills and Creativity EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.40
自引率
16.20%
发文量
172
审稿时长
76 days
期刊介绍: Thinking Skills and Creativity is a new journal providing a peer-reviewed forum for communication and debate for the community of researchers interested in teaching for thinking and creativity. Papers may represent a variety of theoretical perspectives and methodological approaches and may relate to any age level in a diversity of settings: formal and informal, education and work-based.
期刊最新文献
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