Showing papers in "Thinking Skills and Creativity in 2015"

TL;DR: In this article, the authors present arguments on the adequacy of Social Cognitive Theory and Social Constructivism to explain the development of creativity, innovation and entrepreneurship (CIE) as a meta-competence.

TL;DR: In this paper, the authors present a study on the effect of embodied creativity training on the trainees' creative self-efficacy and creative production (originality, elaboration and fluency).

TL;DR: In this paper, the authors start from the perspective that the current conceptualization of educational assessment is out of date, particularly with regard to conception of information and communication (ICT) literacy.

TL;DR: Inq-ITS (inquiry intelligent tutoring system) as discussed by the authors uses educational data mining to assess science inquiry skills, as described as 21st century skills, in the context of complex systems.

TL;DR: In this paper, a sociocultural theory of creativity was used to analyze the communication modes employed by adult musicians during the collaborative online composition of a new music piece and to define how creativity was expressed and supported.

TL;DR: In this article, the authors explore the possibility of online assessment of divergent thinking and to contribute to the development of a reliable technology-based test and investigate the relationship between divergence thinking and mathematical achievement in different dimensions.

TL;DR: The authors compared the effect of argument mapping-infused Critical Thinking (CT) training course versus CT training using hierarchical outlines (HO) and a no-CT training control condition in students scoring high and low on baseline CT dispositions.

TL;DR: In this paper, the authors investigated the gender differences in creative thinking subtests between males and females among 8th and 11th grade students in Torrance Creative Thinking Test (TTCT) Figural Form A.

TL;DR: This paper examined how the properties of digital (an iPad app and PC software) and non-digital (collage and drawing) resources for children's text-making influence the creative expression of a three-year-old during collaborative text making with her father at home.

TL;DR: In this paper, the authors employed mixed methods research to examine the two aspects of rater effects in creativity assessment that relies on raters' personal judgment, and collected data from 2160 ratings made by 45 raters in three groups and were analyzed by generalizability theory.

TL;DR: In this article, the authors focused on the psychometric properties of the Dutch version of the Halpern Critical Thinking Assessment (HCTA) and developed a real-world outcomes inventory (RWO-NL) to measure negative life events.

TL;DR: In this paper, the authors developed a questionnaire that allows for the assessment of individual differences in divergent and convergent creativity, as well as the identification of particular cognitive/affective/motivational associations.

TL;DR: In this article, Chinese middle school students were separated into two groups, with one completing divergent thinking (DT) tasks and the other completing artistic creativity tasks, and half of each group were exposed to highly creative models beforehand, while the other half was exposed to no models.

TL;DR: This paper examined the effects of overinclusive thinking training on creativity improvement and found that the training effect on originality remained; however, no training effect was observed on either fluency or flexibility.

TL;DR: This article investigated whether the observed longitudinal relations between creativity and ethical decision-making hold after controlling for students' reasoning skills, finding that creativity is not a general predictor of decreases in ethical decision making, indicating that being a creative student unlikely implies being an unethical decision maker.

TL;DR: In this article, the authors provided a substantive methodological perspective on students' willingness to engage in problem solving, a motivational determinant of 21st century skills, using the PISA 2012 data sets of Australia, Norway, and Singapore.

TL;DR: This article explored the belief of Hong Kong teachers on creative teaching and found that a part of the beliefs of teachers are aligned with ideal theoretical framework advanced by scholars and the deficiency and problems of teachers in creative teaching are also discussed.

TL;DR: This paper found that the core factor for formal thinking could be identified at both the individual and the class level, and that at the individual level there were statistically significant residual factors for verbal and quantitative reasoning.

TL;DR: In this paper, a longitudinal study explores pre-service and beginning content area teachers' literacy practices in Eastern Canada and finds that the use of literacy strategies provides windows into preservice teachers' creativity mindsets and their abilities to improvise within their own disciplines.

TL;DR: In this paper, the authors describe the impact of a thinking skills program in science on the cognition of students in an academically selective high school, where teachers developed teaching strategies specific to the characteristics of their academically talented students that enabled them to participate in thinking activities such as metacognition and social construction.

TL;DR: In this article, a learning progression for the development of scientific imagination based on a measurement approach using the BEAR Assessment System (BAS) was proposed to better understand the core ideas and the developmental path of the scientific imagination process as well as align curriculum, instruction and assessment through LP.

TL;DR: The authors explored children's perspectives on the extent to which philosophy for children (P4C) is a participatory pedagogy and found that children viewed P4C as offering opportunity to exercise the right to express opinion and accepted responsibility to receive the opinions of others.

TL;DR: In this article, the authors identify five key creative behaviours in mathematics: representation invention, component association, outcome improvement, alternative curiosity, and space imagination, and investigate the relationships of the identified behaviours with mathematics achievements, demographics, mathematics affects, and general gifted behaviours.

TL;DR: In this paper, the authors investigated the contribution of secondary school students' religious affiliations (fellowship with Hinduism, Christianity or Islam) as well as religious orientations (intrinsic, extrinsic personal and external social) in developing their cognitive experiential thinking systems.

TL;DR: In this article, participants were asked to take part in a one-to-one improvisation task and a control task, order counterbalanced, in which they were engaged in a brief conversation to elicit every day speech.

TL;DR: user evaluations on works by divergers and assimilators had little difference, which indicated that regardless of the methods to receive information the reflective observation information processing method did not pose extreme evaluations on student performance.

TL;DR: This paper examined the role of the stress state dimensions of engagement, stress, and worry before and during divergent thinking (DT) task, while controlling for trait emotional intelligence (trait EI).

TL;DR: In this paper, a qualitative study investigated thoughts, feelings and actions when working on a divergent-thinking task after receiving negative feedback on a problem-solving task and found that less-content respondents experienced stress due to situational demands, were anxious to meet perceived criteria, expressed fear of being evaluated by others, and expressed uncertainty about the responses.

TL;DR: In this paper, a new tool called Doris is introduced to foster functional creativity of high-school students, who represent a great source of fresh and applicable ideas for the efficient, prosperous and sustainable development.