Development Of Creative Skills Research Articles

Exploring Students' Creative Thinking Skills When Learning Biology Through the Reading Concept Mapping Team Quiz (Remap-TQ)

A supportive learning model can influence the development of creative thinking skills. Remap-TQ is an acronym for a learning model with stages of reading, concept mapping, and Team Quiz (TQ). The steps of the Remap-TQ learning model are expected to train students’ creative thinking skills. The purpose of the study was to determine the contribution of Remap-TQ to students’ creative thinking skills in learning biology. This study was a quasi-experimental design with a pretest-posttest non-equivalent control group design. Participants involved in this research were science students from one state senior high school in Jember, East Java, Indonesia, who had been tested for equality. Respondents came from three randomly selected classes, totalling 105 students. The indicators of creative thinking measured are curiosity, fluency, originality, elaboration, flexibility, divergence, messines/risk-taking, and others. The results showed that the Remap-TQ model could improve students’ creative thinking more than the TQ model and conventional learning. The posttest mean value of learning with Remap-TQ is 85.89, compared to students taught by TQ of 78.64 and conventional learning of 68.03. The findings of this study can provide new references to educators regarding innovative learning models to develop students’ creative thinking skills in learning biology.
 Keywords: exploring, creative thinking, skills, biology, Remap-TQ

An Investigation into Habits of Mind Prospective Teacher: Do They Have it?

Purpose: The purpose of this study is to obtain a profile of habits of mind among prospective teacher students in the PMIPA (Science, Mathematics, and Environmental Education) Department in Pontianak, Indonesia. Recognizing the importance of habits of mind in shaping learning outcomes and life skills, the research aims to assess the prevalence and distribution of self-regulation, critical thinking, and creative thinking among teacher education students. Methods: The research utilizes a quantitative descriptive approach, conducted across three study programs: Biology Education, Chemistry Education, and Mathematics Education. Purposive sampling is employed to select a sample of 100 prospective teacher students. Data collection involves the administration of a questionnaire comprising three aspects: self-regulation, critical thinking, and creative thinking. The collected data are analyzed using quantitative methods to provide a comprehensive understanding of the habits of mind among PMIPA students. Results and Discussion: The research findings reveal that the habits of mind among PMIPA students are generally categorized as good, with 84% exhibiting favorable habits. Among the three study programs, Biology Education students exhibit the highest percentage of favorable habits, followed by Chemistry Education and Mathematics Education. Self-regulation emerges as the predominant habitual component of the mind, followed by critical thinking, with creative thinking ranking lowest in prevalence. These findings suggest that while PMIPA students demonstrate strengths in self-regulation and critical thinking, there may be opportunities for further development of creative thinking skills. Implications of the Research: The results of this research hold significant implications for universities and lecturers involved in teacher education programs. By providing insights into the habits of mind prevalent among prospective teacher students, the findings can inform the design of appropriate teaching and learning strategies tailored to the needs and strengths of PMIPA students. Additionally, the research outcomes may contribute to the enhancement of teacher education curricula, emphasizing the cultivation of critical thinking and creative thinking skills alongside self-regulation. Originality/Value: This study contributes to the existing literature by offering a detailed examination of habits of mind among prospective teacher students in the PMIPA Department, particularly in the context of teacher education in Pontianak, Indonesia. By focusing on the components of self-regulation, critical thinking, and creative thinking, the research provides valuable insights into the cognitive and metacognitive skills prevalent among PMIPA students. The findings offer a basis for enhancing teacher education programs and fostering the development of well-rounded educators equipped with essential habits of mind for success in teaching and lifelong learning.

Development of creative skills of future specialists in higher polytechnic colleges of the People's Republic of China

A modern educational environment demands technical students to have well-developed creative skills. The study emphasizes the relevance of developing and implementing an educational programme aimed at fostering the creative abilities of students in technical disciplines within higher polytechnic colleges in the People's Republic of China (PRC). The scholars applied a randomized method for the experimental and control groups. The research sample consisted of 212 students enrolled in the Department [BLINDED], [BLINDED] College (Pingdingshan, China). Before the experiment, all participants had an inadequate level of verbal and non-verbal creativity skills. The experimental group followed a six-month creativity training once a week, while the control group learned the standard curriculum. The scholars used the Torrance Tests of Creative Thinking to assess the creative skills of students. The results revealed a statistically significant increase in the average creativity scores among students who completed the training. These results highlight the importance of developing creative skills in future engineers and technical professionals in China and confirm the effectiveness of the proposed training. The practical application of this training approach helps educators improve the quality of education and train highly qualified specialists in technical industries.

Entrepreneurship Education: Pupils’ Engagements in Entrepreneurship in Calabar Metropolis

A survey was conducted to investigate how provisions for entrepreneurship education (EE) correlate the engagement of pupils in state primary schools in entrepreneurship in Calabar Metropolis, Cross River State, Nigeria. Three research questions and hypotheses were formulated at .05 level of significance for the study. 800 pupils, including 400 boys and 400 girls, were recruited to participate via cluster sampling. Data was gathered from respondents using the entrepreneurship education and pupil engagement questionnaire (EEPEQ). Based on the Schumpeter effect and human capital theories, the SPSS was deployed to analyse data using the Pearson product moment correlation coefficient. Findings indicate that the development of creative skills, innovative abilities and personal grit have a correlation with pupils’ engagements in entrepreneurial activities. It is recommended thus: a revision of the curriculum of primary education to feature EE; the recruitment of competent teachers to teach EE is important, teaching and learning of the subject should be practical and action based; and that well fitted entrepreneurship workshops be built in primary schools to facilitate practical engagements of pupils in EE.

The Role of Digital Technologies in Increasing the Students’ Involvement in the Educational Process

The level of students’ professional education can be increased through motivation. This study aims to determine the role of digital technologies in increasing students’ involvement in the educational process. The aim of the work was achieved by conducting a pedagogical experiment before and after training, a general theoretical method of observation, and a sociological survey. The efficiency ratio, the comparison coefficient, and the standard deviation coefficient were also calculated. The results showed that the highest level of motivation was achieved due to the perception of the general learning process (29%), and the development of creative skills (25%). It was established that digital technologies had a greater influence on knowledge of laws and methods of practical application of theoretical information (0.96). High results are associated with a variety of interactive technologies that were used during training. It was found that motivation in training influenced the in-depth study of the topic (1.6), and the search for new digital technologies for training (1.2). The use of non-standard approaches in education (1.5), structuring of material when doing homework (1.1), and participation in university knowledge contests (1.8) also had an impact. The academic novelty of the work consists in increasing the interest of future teachers in the educational process due to the combination of various digital technologies, which are aimed at the development of theoretical and practical skills, as well as creative thinking. The practical significance is the creation of new learning mechanisms (development of creative thinking using Emaze, and Storyjumper applications) for the development of student motivation using digital technologies. The prospects for further research may be related to the comparison of the achieved level of motivation among students and schoolchildren because of using the developed approaches to learning.

Research on the use of interactive technologies in the process of teaching design and their role in the formation of aesthetic consciousness of future designers in the process of professional training

The purpose of the study is to analyze the possibilities of using interactive technologies in the process of teaching students majoring in design and gaining the necessary level of aesthetic consciousness. To realize the purpose of the article, the methods of analysis with the use of statistical software, content analysis, survey, triangulation method were used. The results are based on the empirical data of the survey. The survey involved 250 people and was conducted in accordance with the principles of safety, anonymity, gender equality, and objectivity. The most popular integrative technologies used to train design professionals are project, game, information and communication, and case technologies. They contribute to the development of creative skills and creative thinking among students. However, given the growing importance of digital competence, it is also necessary to use information and communication technologies. The professional competence of future designers should include digital literacy and information competence, which will contribute to the development of their professional skills and aesthetic ideas. It is indicated that the most important aspect of the development of professional competence is the formation of their aesthetic culture, which is a key element of creative activity. The scientific novelty of the study is to analyze the factor of psychological consciousness through the prism of acquiring the necessary knowledge and skills in the field of design through the use of information and communication technologies. The conclusions show that interactivity also contributes to the development of communication skills and the formation of a collective aesthetic consciousness.

Development of the creative potential of future teachers based on smart education

Relevance. In the modern world, education is undergoing a digital revolution, and smart technologies are becoming increasingly important in the educational process. Future educators need to be ready to effectively use these technologies to enrich the learning experience and teach their future students with the help of creative thinking and other teaching skills, which is relevant today. Purpose. The purpose of the study is to investigate and discuss methods and strategies aimed at developing creative skills and competencies of future teachers using smart technologies in the educational process. Methodology. The paper uses the method of analysis, systematisation, and generalisation. Results. It was found that the use of smart technologies in education contributes to a significant increase in the level of creativity of future teachers. Smart technologies enrich the educational experience by providing teachers with new tools and resources to develop their creative skills and abilities, which, in turn, can positively affect the quality of education that future teachers will provide to their students. The paper examines how modern smart technologies can be successfully integrated into the curricula and how they can become tools for stimulating creativity in future teachers. The study also examined the paradigm of smart education and its constituent elements. Conclusions. The study revealed that modern smart education significantly contributes to the development of creative skills of future teachers due to access to modern technologies such as virtual reality, augmented reality, blockchain, and others that create interactive and exciting educational environments, focusing on interactivity and collaboration. A survey of students was conducted on how they feel about smart education and their willingness to use it to develop creativity in the educational process and future professional activities. The results of the study can help educational institutions and teachers optimise learning processes using smart technologies focused on the development of creativity in future teachers.

Teaching Strategies for Development of Creative Thinking Skills

Teaching Strategies for Development of Creative Thinking Skills

Creative skills development: training translators to write in the era of AI

Developers of generative artificial intelligence systems promote the idea of personal assistants for various tasks, including translation and authoring creative content. As a consequence of these developments, the topic of “human” creativity has moved centre stage. Acknowledging similarities between translation and creative writing, this article offers a critical discussion of intersecting areas and suggests a framework for creative skills couched in the tradition of social sciences research. As a practical application with pedagogical impact, the paper presents a new module on writing specifically designed for translators. As is argued, the conceptual design, content, mode of delivery and evaluation of potential pedagogical benefits may be replicable in other pedagogical settings at undergraduate or postgraduate level. The role of technology is also problematised, indicating how writing may be augmented by using tools. Ideally, this is to be done in a context where creativity upskilling can equip students with the ability to (de)select context-appropriate solutions, that is, to use convergent and divergent thinking, ultimately preparing them to play a fundamental role in a rapidly evolving digital world.

Fostering Creative Thinking in Early Learners through STEAM-Based Ecoprint Projects

This research investigates the impact of integrating STEAM (Science, Technology, Engineering, Arts, and Mathematics) project-based learning (PjBL) with Ecoprint activities on developing creative thinking skills in early childhood. A mixed-methods concurrent embedded design was adopted, focusing on preschool children aged 4-6 years from two educational institutions in Karangsari Village, Cirebon District. The study engaged 30 participants in Ecoprint activities, utilizing natural materials to create prints on paper and fabric. These activities were framed within the STEAM PjBL methodology, encompassing stages of Reflection, Research, Discovery, Application, and Communication to facilitate a comprehensive earning experience. Qualitative data, collected through interviews with educators and observations of the Ecoprint projects, were complemented by quantitative assessments of the children's development of creative thinking skills. This dual approach allowed for a rich, multifaceted analysis of the learning processes and outcomes. The creative thinking abilities of the participants were evaluated using a standardized rating scale aligned with criteria set forth by the Ministry of Education and Culture, tracking progress from initial baselines to post-intervention stages. The findings indicate a notable enhancement in creative thinking among the children, with a significant majority advancing from lower levels of creative dev. Children can select and sort the base color materials from the collected leaves. At this stage, the potential of STEAM PjBL, combined with hands-on, environmentally focused artistic activities like Ecoprint, is to enrich early childhood education by fostering creative, innovative thinking. The study's implications extend to curriculum development, advocating for including interdisciplinary, experiential learning strategies that blend scientific inquiry with artistic creativity. However, the research is limited by its scope and its participants' demographic and geographic characteristics. Future studies are recommended to explore the scalability of this approach and its long-term impacts across diverse educational settings, potentially offering valuable insights into the role of integrated STEAM education in nurturing holistic cognitive development in young learners.

Creativity as a Positive Factor in the Adolescence Stage: Relations with Academic Performance, Stress and Self-Esteem.

Creativity is a construct that aids in conflict resolution. Through the development of creative skills in adolescence, young people can carry out a series of strategies to make decisions or respond to a problem. The possession of creative skills helps students' personal wellbeing. The aim of this research is to analyze the relationships established between creativity and other individual variables such as academic performance, self-esteem and stress in adolescent students. The following descriptive cross-sectional study was carried out with a total sample of 743 adolescent students, between 14 and 19 years of age, from different educational centers in the province of Almería (Spain). The results obtained indicate a positive correlation between creativity and self-esteem and significant differences in the level of creativity among students who have repeated an academic year. Regression analyses indicate that both stress and creativity are two predictor variables of self-esteem. On the other hand, another of the findings obtained is that creativity acts as a mediating variable between self-esteem and repeating an academic year. It is discussed how creativity is a beneficial element in adolescence and, therefore, how its promotion can help the optimal development of adolescent students.

Modern approaches to digital product development in the conditions of market variability

Currently, the interest in design thinking in the world has made it possible to add many techniques and visual schemes that can solve various kinds of problems, including for building a strategy to achieve the company’s goals, its corporate spirit and the development of creative skills of its employees. Already today, it is possible to call the merit of design thinking the shift of emphasis in corporate goals to customer orientation, to the mobilization of collective intelligence to solve problems, to understanding the importance of empathy, creativity and entrepreneurship. A comparative analysis of existing design thinking frameworks is given, including from researchers of companies and design centers such as Hasso Plattner Institute of Design at Stanford University (d.school), The HPI-Stanford Design Thinking Research Program, Stanford d.school’s Design Thinking framework (IDEO), Google, Intel. Frameworks structure the process of design thinking in 5-6 phases: from empathy, when the needs and requests of consumers are studied, to testing an innovative product or service being created. The place of “design thinking” approach in the general concept of human-centered design is shown. The task of design thinking, the development of innovative products or services focused on human needs, is to provide a solution to a specific problem of a certain target audience. The paper outlines the principles of designing a digital innovative product. The five steps of designing a new product are described and the features of using various visualization techniques are given. The study uses such tools as the “Persona” model, Job Stories and User Stories frameworks. The creating process features of an innovative product based on the integration of design thinking, Lean Startup methodology and the theory of Jobs to Be Done are described. The life cycle of the innovation development “Creation – Evaluation – Training” is presented which is based on the process of validated learning. Changes in the outline of the business model in the lean startup methodology are presented. New segments have been added to the Lean Canvas business model – “Key Partners”, “Key Activities”, “Key Resources”, “Consumer Relations”.

Investigation of 7th and 8th Grade Science Curriculum Outcomes and Textbook Activities in terms of Scientific Creativity

This study aimed to investigate the effect of the present science curriculum and textbook exercises on scientific creativity. The study utilized document analysis as a form of qualitative investigation. The study utilized data derived from the academic performance of students in the 7th and 8th grades, specifically focusing on the outcomes of the 2018 scientific curriculum and the activities presented in the associated textbooks. The descriptive analysis technique was applied to examine the results and activities, which are qualitative data. The study comprised an analysis of achievements and activities, concentrating on predefined themes within the sub-dimensions of the Scientific Structure Creativity Model. The study yielded findings that demonstrated a connection between the curricular outcomes and textbook activities across all grade levels. Particularly, these educational materials effectively included scientific knowledge and phenomena, hence promoting the development of creative thinking skills. It is essential to emphasize that the science curriculum and textbook mainly prioritize the creative results and process aspects, whereas characteristics such as fluency, adaptability, and originality, which are crucial to creativity, receive comparatively less emphasis. Furthermore, it was determined that the goals of education and instructional materials for seventh and eighth-grade students were congruent concerning the characteristics of scientific creativity.Keywords: Science education, scientific creativity, curriculum, textbook, document analysis

Impact of COVID-19 Pandemic on Academic Process in Higher Medical Institutions: Optimal Model of Organisation and Methodology of Teaching under Quarantine Conditions

This research aims to establish the peculiarities of the COVID-19 pandemic's impact on the academic process in higher medical institutions and to develop an optimal model of organization and methodology of teaching under quarantine conditions for the students who studied in the speciality “Nursing”. To achieve this objective, the comparison method was used, which enabled us to develop teaching principles for medical students under distance learning conditions. The model of teaching was based on diagnosing students’ psychological state (fears, burnout, lack of motivation), mastering a system of theoretical medical knowledge (learning human morphology and anatomy, human diseases, human disease prevention, specificity of pharmaceuticals), ensuring practical sessions (practical diagnosis of anatomy, virtual human technology-assisted training), applying project technology (development of creative skills). The results of a sociological survey showed that the majority of students confirm the effectiveness of the system of teaching theoretical medical knowledge based on the use of the Skyscape application. The assessment of the effectiveness of medical students' education showed that 57.0% of students with an average score of 0.91 and 53.0% of students with an average score of 0.93 received high practical and theoretical knowledge, respectively.
 
 Received: 28 May 2023 / Accepted: 23 August 2023 / Published: 5 September 2023

The role of musical improvisation in the development of creative thinking in children (El rol de la improvisación musical en el desarrollo del pensamiento creativo infantil)

ABSTRACT This study examines the role of musical improvisation in the development of creative thinking in children studying at Harbin No. 3 Secondary School (Harbin, Heilongjiang Province, China). The creative thinking of two groups (experimental and control) was examined through pre- and post-tests aimed at musical creativity measurement and assessing the effectiveness of musical improvisation in the development of musical creativity. The post-test mean and standard deviations of each musical creativity factor in the experimental group showed an increase in four factors: musical extensiveness (by 65%), musical flexibility (by 37%), musical originality (by 34%) and musical syntax (by 42%). All correlations between the MCTM factors were significant (p < .01), demonstrating that the four factors are representative of creative thinking. The research is of practical and scientific significance as it proves the factor of the influence of musical improvisation on the development of creative skills in children. The research results can be applied by schools and other educational institutions that are interested in increasing the indicators of creativity of their students.

Assessing creative thinking skills in higher education: deficits and improvements

ABSTRACT The importance of creativity for survival in modern society is well recognised. However, the development of creative thinking skills through formal education still needs more attention, and the assessment of creative thinking skills using valid models in higher education is under-researched. Our paper presents the deficits and improvements in first-year business and economics undergraduates’ creative thinking skills using an authentic assessment task (product). We assessed creativity under three broad themes: creative expression, knowledge creation and creative problem solving, as presented in the OECD Programme for International Student Assessment (PISA). These themes were chosen to reflect students’ domain-specific expertise, motivations and creative thinking skills. Our analysis finds areas where students have deficits in creative thinking skills and how they have improved those skills through the assessment task. These findings imply the importance of providing students with opportunities to enhance creative thinking, mainly through the application of their learning. Our study provides insights into pedagogical strategies and assessment practices to enhance the creativity required from graduates in any field.

FOSTERING CREATIVITY SKILLS IN PRIMARY PUPILS: A CASE STUDY ON TECHNOLOGY SCIENCE

This article explores the development of creativity skills in primary pupils, with a specific focus on the role of Technology Science education. Creativity is a crucial skill set that cultivates critical thinking, problem-solving, and innovation, necessary for success in the modern world. Technology Science, or STEM education, provides a conducive environment for fostering creativity in young learners. By encouraging curiosity, promoting problem-solving and critical thinking, facilitating collaboration, and providing hands-on experiences, Technology Science nurtures the creative potential of primary pupils. Strategies such as creating an open and supportive environment, promoting exploration, encouraging divergent thinking, and integrating arts and technology can effectively enhance creativity skills. Educators play a vital role in creating an environment that stimulates and nurtures creativity, thereby preparing primary pupils for a future that demands innovative thinking.

Development of Creative Thinking Skills of Bachelor Engineers Based on STEM Technology

In today's dynamic, rapidly changing world, a bachelor's engineer needs to have creative thinking skills in order to be successful in their professional activities. A future graduate must learn to see the problem as a whole, and not in the context of one area of science or technology. This causes the education system to develop and implement innovative forms of engineering personnel training aimed at solving practice-oriented, research problems. The authors considered the issue of applying an educational model that combines natural sciences and engineering subjects into a single system in the process of teaching engineering bachelors. The issues of effective formation of critical thinking skills based on an integrative approach are analyzed. The results of experimental work convincingly prove that the majority of students studying on the basis of the author's methodology have achieved an average and high level of creative thinking skills.

Team-based learning in online education: the development of students' creative thinking skills in digital art.

A person cultivates their creative skills influenced by various types of activities. The purpose of the work is to study the peculiarities of the development of students' creative thinking skills, which are interrelated with the development of appropriate stages of team teaching, as well as to determine the impact of creative thinking on the indicators of academic performance and motivation to learn. The authors used the methods of sociological survey, which allowed them to determine that the largest number of students had mastered the skills of discipline (27%) and emotionality (21%) to a greater extent at the initial stage of the study. The results showed that 11% of the students in creative subjects (painting, digital art) and 7% of students in general disciplines (history, sociology, pedagogy, mathematics, physics, Chinese, cultural studies) had their academic performance at a high level before the start of online learning. The process of online teaching to paint was based on teamwork using the technologies of online education through educational online platform in the context of digital art. The results of the survey showed that the students had developed their creative skills significantly after training. The development of creative manner (29%) and analytical thinking (28%) were most popular. The authors determined that 88% of the students had received high grades in creative disciplines and 83% of the students in general academic disciplines after training. Most students were characterized by a high level of knowledge. The results are valuable for researchers who study the relationship between the development of creative skills and knowledge in general academic subjects, as well as strive to develop new curricula.

Training Needs of Faculty Members at the University of Hail in the Light of Creative Teaching Skills

Objective: The current research aimed to determine the rate of training needs of faculty members at the University of Hail in the light of creative teaching skills. Design of the Study: It was a descriptive analytical method. Place and Duration of Study: This study was carried at the. Patients and Methods: The descriptive analytical approach was used, which is represented by a survey of literature, previous studies and tools for the subject of the research. and by applying it to a sample of faculty members at the University of Hail affiliated with the university’s faculties (in some practical and theoretical faculties) in the academic year 1442 AH / 2021 AD, the sample consists of 120 members. Results of the Study: Where the results of the research showed that all fields of training needs are necessary and important, and that the rate of training need for creative teaching skills in its five fields was high, ranging between (93.3℅ -98.10℅), and in light of these results, a proposed scenario was prepared for a training program to develop creative teaching skills among members.. Practical Implication: The groundwork and growth of Higher education institutions from all over the world arouse the curiosity of a professor. As a result of globalisation and technological advancement, they have begun working on programmes to improve his performance and efficiency, as well as creating an optimal environment for him to accomplish his duties. Conclusion: The research recommended the need to train faculty members to practice creative teaching in light of the requirements of distance education according to specialization, and to reorganize and formulate the content of specialization courses electronically in light of creative teaching skills. Research recommended the need to pay attention to the development of creative thinking skills among their students through creative activities and tasks. It also recommended; training them on teaching methods and strategies that help develop creative teaching skills, and methods of evaluating courses online, and a number of proposals were presented for future research. Keywords: Distance Education, Teaching Strategies, Calendar Methods, Electronic Courses