Characteristics Of Creative Thinking Research Articles

<span>Teaching 5<sup>th-</sup>graders Geometry and Measurement content towards developing creative thinking</span>

Developing students’ creative thinking is to incorporating creative-thinking characteristics into teaching activities. That means converting from psychological activities into educational activities. The article clarifies the concept and characteristics of creative thinking, expressions of creative thinking of 5th graders in learning Geometry and Measurement content, thereby proposing procedure of designing teaching activities related to this content towards developing 5th-graders’ creative thinking.

KARAKTERISTIK BERPIKIR KREATIF DALAM PEMECAHAN MASALAH MATEMATIKA BERDASARKAN GENDER

The purpose of this study was to describe the differences in the characteristics of the ability to think creatively between women and men in solving mathematical problems through an open description test. The research subjects were students of IKIP Budi Utomo Malang semester 3 Mathematics Education Study Program. The mathematical problem solving provided is mathematical problems that require divergent thinking in solving them. This research is a qualitative-descriptive research in which to determine the characteristics of the ability to think creatively through a mathematical problem solving test. The purpose of this research is to describe the different characteristics between women and men in solving math problems. Based on the results of the analysis, it is said that a person has different creative potential both from the characteristics of creative thinking and the creative point of view he has. A person's ability to think creatively is due to the person's personal characteristics, problem characteristics, and point of view. A person is able to develop the creative potential contained in him by getting to know more about the characteristics of the ability to think creatively, especially what aspects stand out.

Exploring the Characteristics of Undergraduate Students’ Creative Thinking Skills

This study aims to develop a self-report inventory to measure University students’ perception of their creative thinking skills. Creative thinking is a critical learning outcome in higher education and one of the essential 21st Century Competency. The data were collected from 253 students of a university in Hong Kong. A structural equation model was applied to confirm the construct validity of the instrument. The result shows that the key characteristics of creative thinking skills are empirically constructed by creative character, originality, sensitivity, synthesizing and resistance to premature closure. The five characteristics of creative thinking can be considered as learning processes or outcomes to inform the design of instructional events and learning activities to nurture students’ creative thinking skills.

Teaching Methods and Techniques of Developing Creative Thinking Of Future Economists and Managers in the Process of Foreign Language Learning

The article highlights the necessity to develop creative thinking of future economists and managers in the process of foreign language learning. Creative thinking is considered as an essential competence of future specialists. Different approaches to the definition of creative thinking are given in the article. The most important components, features and characteristics of creative thinking of students of economic and managerial specialties are presented by the author. The article reveals the most effective teaching methods for students’ creative thinking development in the process of teaching English to future specialists. A system of language activities aiming to develop creative thinking of students of economic and managerial specialties has been elaborated by the author. It comprises a range of interactive activities such as creative writing, describing a picture, creative projects, brainwriting, finding a connection, creative reading, game-based activities. A detailed description, aim of development of particular creative thinking skills, stages and special recommendations for the successful implementation of the system of language activities are presented in the article. The author underlines a great potential of English classes for the purpose to foster students’ creativity and make the process of foreign language learning more interesting, student involved and personally oriented. Conclusions of the scientific research and further researches are disclosed. It is also emphasized that creative thinking skills of future specialists can be developed in the process of extra curriculum activities. Thus, creation and functioning of students’ problem group on creativity development in the process of learning English has been proposed as one of the effective means for fostering students’ creativity

STEM technology-based model helps create an educational environment for developing students' technical and creative thinking

For successful technology adaptation today, individuals need not so much acquired experience and knowledge as certain personality traits in the form of skills, competencies, and abilities for collaborative problem solving, as well as achievement motivation and self-development. The purpose of this study was to develop and test a model for the formation of personality traits associated with the development of technical and creative thinking. The study was conducted using the modeling method and a psychodiagnostic approach based on the characteristics of creative thinking. An experimental study was conducted with a sample of 120 students from Plekhanov Russian College of Economics. The age range of the respondents was from 19 to 21 years. The results showed 1) the characteristics and dynamics of students' value systems and creative thinking, 2) a developed program for the development of intrinsic motivation, 3) a model for designing a pedagogical environment for students' engineering and creative thinking in education STEM; 4) testing the developed programs and models. The results also showed that there is a statistically significant relationship between the development of students' intrinsic motivation and the reorientation from normative-limited to creative-free thinking. Considering the results of this study, it was concluded that the model developed by the authors helped to shape and develop students' engineering and creative thinking. Implications for further research and teaching are drawn.

The influence of hereditary factor upon the development of thinking skills in confluence of the factors of manual asymmetry and hearing impairment

The subject of this research is the peculiarities of development of thinking skills in confluence of the factors of manual asymmetry and hearing impairment in families in which parents have hearing impairment and preserved hearing. The object of this research is the characteristics of thinking in combination of hearing impairment and manual asymmetry. The author dwells on such aspects as hereditary factor in the formation of thinking skills among left-handed and right-handed students with hearing impairment. Special attention is given to the peculiarities of the formation of thinking in combination of hearing impairment and manual asymmetry among students brought up by deaf or normally hearing parents. The main conclusions are as follows: right-handed students with hearing impairment brought up by deaf parents have higher characteristics of logical and creative thinking than students brought up by normally hearing parents; left-handed students from families of the deaf have higher characteristics of creative thinking if their parents' hearing is preserved, while the characteristics of logical thinking are higher if their parents’ hearing is impaired; a "mirror image" is detected in the development of creative thinking among left-handed and right-handed students, depending on the hearing condition of their parents; connection is established between logical and creative. The author’s special contribution lies in acquisition of data on the influence of hereditary factor upon the development of thinking in combination of hearing impairment and manual asymmetry. The novelty of this research consists in comparative study of creative and mathematical thinking in confluence of the factors of hearing impairment, manual asymmetry and a hereditary factor. New data is obtained on the peculiarities of development of thinking skills among right-handed and left-handed students with hearing impairments brought up by hearing parents and parents with hearing impairment.

TRAINING CREATIVE THINKING FOR PRIMARY SCHOOL STUDENTS WITH THE APPROACH OF LEARNING THROUGH PLAYING

In the educational orientation of competence development of Vietnam's General Education Program 2018, creative thinking plays an important role, especially at the primary school level. Creative thinking is a key factor for students to develop problem-solving abilities in real life. The formation and development of creative thinking competence are to help students have the habit of independent thinking, creating new and unique ideas with high efficiency in problem-solving. The article approaches to analyze the characteristics of creative thinking in primary school students and the point of view of teaching according to the learning through playing approach, thereby determining the appropriate relationship when organizing teaching activities to improve the quality of creative thinking training for primary school students to meet the goals and requirements of the General Education Program 2018 of Vietnam.

Psychological Features of Creative Thinking of Younger and Older Adolescents

Introduction. The relevance of the problem is due to the theoretical and practical significance of the study of the specifics of creative thinking in adolescence. Objective. To identify the psychological characteristics of creative thinking in younger and older adolescents. Materials and Methods. Theoretical and empirical methods were used in the research. As a diagnostic tool, a modified version of the Gilford technique and a shortened version of the Torrence creativity test are used. Results. Four levels of creative thinking development were identified and described: average, below average, above average, high. The characteristic feature of the development of creative thinking of older adolescents is the uneven development of its main indicators. When comparing the data obtained in younger and older adolescents, there is some lag in the first indicators such as fluency and flexibility of thinking. Nonverbal creative thinking is better developed in the group of older teenagers due to better detailing of answers and ideas. In General, the indicators of flexibility of thinking are lower than the indicators of fluency in both samples. The study determined the nature of the relationship between creativity and the level of intelligence of the subjects. For this purpose, the coefficient of rank correlation rs Spearman was used. Discussion and Conclusions. Adolescence is a special period in the development of thinking in ontogenesis, since it is in the middle classes that children first begin trading to study systematic courses in a number of disciplines where, unlike primary school, truly scientific concepts are presented. Based on these concepts, students develop ways of their actions to solve the relevant problems. This circumstance radically changes their thinking. The results can be used in the process of organizing the educational process with students in the study of disciplines of the psychological cycle, in the activities of the psychological service of universities, as well as school psychologists.

Algebraic creative thinking of undergraduate students of mathematics education program

In mathematics, creative thinking is highly needed to solve a problem; one of them is an algebraic problem. This study was aimed to find out how the ability and character of algebraic creative thinking of mathematics education undergraduate students in group discussion. This study is a case study whereas the method used was a quantitative method. We obtanine that some students were not fluent in answering the problem, yet only a few students were flexible in doing that. Many students were also less able to obtain the originality of ideas and elaboration in solving the problems. Also, there were several groups of students who had creative thinking pattern namely Problem-Fluency-Flexibility-Originality-Elaboration. Additionally, this article also described some variations of students’ algebraic creative thinking characteristics in each aspect.

Implementation of Problem-Based Learning in terms of Student Mathematical Creative Thinking

One of the goals of mathematics teaching is that students have the ability to think creatively. The ability to think creatively is one of the important factors of learning goals for giving knowledge solely to students will not be much help in everyday life, so learning should be able to develop the attitudes and abilities of students that can help to deal with problems in the future creatively. Creative thinking is a thought process that is able to provide ideas or different ideas that can then be transformed into new knowledge and the answers you need. “Think of creative or divergent thinking is to provide a variety of possible answers based on information supplied by the emphasis on the diversity of answers and suitability”. There are four characteristics of creative thinking, namely: fluency (fluency, lose a lot of ideas), flexibility (flexibility, change perspectives with ease), originality (originality, composing something new), and elaboration (elaboration, another idea developed from an idea). Creative thinking is the focus of observation. Therefore, we need a model of learning appropriate to enhance the creative thinking of students is a model Problem-Based Learning (PBL).

Analisis Tingkat Kemampuan Berpikir Kreatif Mahasiswa Calon Guru Matematika IKIP Mataram dalam Mengajukan Pertanyaan Matematika Efektif

The purpose of this research is to know the level of creative thinking ability of students of mathematics teacher candidate of IKIP Mataram in asking effective math question. The subject of this research is the students of semester V of Mathematics education program of IKIP Mataram, amounting to 30 students. The data collection technique is done by using the creative thinking ability test sheet. Data were analyzed based on indicators of creative thinking in asking effective mathematical questions that were associated with characteristics of creative thinking. The results showed that from 30 students who were subjects of research, 5 students were at level 4 which is the highest level in creative thinking level with very creative category, 6 students are in level 3 with creative category, 50 students are in level 2 with enough category creative. While level 1 and level 0 each there are 2 students with less creative and less creative category.

KARAKTERISTIK BERPIKIR KREATIF SISWA KELAS VII SMP N 1 KRAGAN DALAM MEMECAHKAN DAN MENGAJUKAN MASALAH MATEMATIKA MATERI PERBANDINGAN DITINJAU DARI GAYA KOGNITIF

<p><strong>Abstract:</strong> The research objectives were to determine and to describe creative thinking characteristic of 7<sup>th</sup> grade students of SMP N 1 Kragan in solving and proposing problem at comparative case seen from the cognitive style. This research belonged to descriptive research by qualitative-explorative approach. The sample was taken by purposive sampling technique. The subjects being used in this research were 4, those were 2 students with field dependent cognitive style and 2 students with field independent cognitive style. The subject grouping based on cognitive style was taken by group embedded figures test. There were two instruments that were used to collect the data of this research. The first instrument was solving and proposing problem test instrument. The second was interview guidance. They were validated by using the time triangulation test and the reference fulfillment. The data were analyzed using a Miles and Huberman’s concept, that was data reduction, presentation, and conclusion.. The results of this research show as follows, (1) Creative thinking characteristics of students who had field dependent cognitive style in solving and proposing problem were as follows. The fluency aspect was shown by the students through 4 stages of creative thinking process, both in solving and proposing the problem. The four stages were preparation stage, incubation stage, illumination stage, and verification stage. The flexibility aspect in solving problems appeared when the students gave the other alternative answer, whereas this aspect was not fulfilled in proposing the problems. The originality aspect was not fulfilled in solving and proposing problems. (2) Creative thinking characteristics of students who had field independent cognitive style in solving and proposing problem were as follows. The fluency aspect was shown by the students through 4 stages of creative thinking process, both in solving and proposing the problem. The four stages were preparation stage, incubation stage, illumination stage, and verification stage. The flexibility aspect in solving problems was shown when the students gave the other alternative answer, while in proposing the problem this aspect was not completed because students were able to make only one question. The originality aspect in solving the problem could be seen when the students gave a new way solution and this was different from the previous one. Meanwhile in proposing the problems, aspet of originality was not fulfilled.</p><p><strong>Keywords</strong>: creative thinking characteristics, solving problems, proposing problems, cognitive style</p>

Cardiorespiratory response to hypoxia in persons with different levels of creativity

The correlation between the parameters of creativity and tolerance to experimentally induced normobaric hypoxia has been studied in young healthy subjects. The subjects inhaled a low-oxygen gas mixture (10% O2) until the arterial hemoglobin oxygen saturation (SaO2) decreased to 80%. In the recovery period, the subjects breathed normoxic air until the SaO2 returned to its initial value. The parameters of creativity, including the originality and fluency of producing images in Torrance’s subtests of Circles and Incomplete figures, as well as the originality and fluency of sentences composed by using nouns from distant semantic categories, were evaluated before conducting hypoxic tests. Positive relationships were found between the values of figurative originality and tolerance to hypoxia, i.e., by the time of decrease in SaO2 and the coefficient that reflects the rate of recovery of the respiratory function. Analysis of the reactivity of the cardiovascular system showed negative correlations between the parameters of creativity, namely, the figurative originality and verbal fluency, and the heart rate under the conditions of hypoxia, as well as after the recovery of the functions of the cardiorespiratory system. An increase in the capacity for original figurative thinking also corresponded to smaller differences in the values of the heart rate during the recovery and at rest. These correlations between the characteristics of creative thinking and reactions of the cardiovascular and pulmonary systems to experimentally induced hypoxia indicate that there is a common mechanism of nervous regulation underlying adaptive behavior and maintaining homeostasis.

KEMAMPUAN GURU SD DALAM MENGEMBANGKAN KETERAMPILAN BERPIKIR KREATIF PADA PELAJARAN IPA

This study aims to analyze the ability of elementary school teacher to develop creative thinking skills in teaching science. The research was conducted at grade 5 of 11 elementary schools in the city of Bandung during the 2010-2011 school year. Research subjects were 5 certified teachers through portfolio program, 5 certified teachers through training program, and 5 uncertified teachers. Data collection include analyzing lesson plans, observing learning processes, recording the process of learning through vidoegraph and conducting evaluation tests. Data were analyzed based on the characteristics of creative thinking; which were fluency, flexibility, originality and elaborateness. Results revealed that elementary school teacher had drawn up plans to develop creative thinking skills in their lesson plans, but still could not implemented them in learning activities in classroom. It was concluded that the development of creative thinking skills in science teaching had not been executed effectively. It is suggested that teachers should be encouraged to carry out the learning process that is able to develop creative thinking skills.

The gifted/dyslexic child: Characterizing and addressing strengths and weaknesses

The student who qualifies as both gifted and dyslexic often has low self-esteem and poor motivation. Although creative thinking, essential for complex problem solving, improves feelings of self-esteem, research has been sparse on creative thinking characteristics in these gifted/dyslexic students. The major part of this paper describes a study from Ontario regarding how gifted/dyslexic students compare to age-matched youngsters who are either dyslexic or gifted, but not both. Through both quantitative and qualitative analyses, cognitive and creative thinking differences are analyzed in children aged 9 to 14 years. Results of this study contribute information to the literature in four areas: intellectual, academic, socioemotional and creative thinking. The WISC-R profiles differ in these three groups of students. Although academic difficulties are similar in students who are dyslexic and gifted/dyslexic, the latter exhibit strength in expressing humor, problem solving, capturing the essence of an idea, and in synthesizing dissimilar concepts. This group too, in their writing, express feelings of being in control, and in their drawings, other positive and negative feelings. Like dyslexics, gifted/dyslexics express intuitive aspects of creative thinking but are somewhat stronger in gaining information through their physical senses. In all cognitive and physical sensing aspects of creative thinking, the gifted group is strongest.

Creative Strategies of Operator

The present paper consists a description of a mathematical model that allows to analyze the influence of parameters of operative and long-time memory on creative thinking. It is possible to choose computer games that correspond to certain versions of the model and to use these games for development of new computer tests for measuring of memory parameters and making conclusion about Some general characteristics of creative thinking of operator. Methods of Artificial Intelligence modelling, cognitive psychology and the theory of games are used for decision of question: How to win by interaction with complex engineering?

An insider's perspective:Teachers observations of creative thinking in exceptional Children

Individual interviews were conducted with 20 elementary teachers in four Ontario Boards of Education to determine whether the teachers used knowledge of creative thinking when individualizing instruction for children who were gifted, learning disabled and gifted with learning disabilities (gifted/LD). Results indicated that teachers were aware of many characteristics of these types of exceptional children and of similarities in cognitive and creative abilities in the gifted and the gifted/LD children. They were less aware, however, of creative thinking characteristics in children who were learning disabled. The majority of resource teachers interviewed felt under immense pressure to remediate deficits in the little time allotted to them to work with these students.