Developing Creative Thinking Research Articles

Self-Efficacy Perceptıons of Turkish Teachers Towards Developing Creative Thinking Skills

Self-Efficacy Perceptıons of Turkish Teachers Towards Developing Creative Thinking Skills

Effect of Teaching with Six-Dimensional Strategy in Mathematics to Developing Creative Thinking among Sixth Grade Students

The research aimed to identify the effect of teaching with the six-dimensional strategy (PDEODE) in mathematics in developing creative thinking among a sample of sixth-grade students in the city of Damascus for the academic year (2022-2023 AD). The researcher used the quasi-experimental approach through an experimental design with two experimental and control groups, and tested Students on Torrance’s formal creative thinking scale in the two stages before and after the lessons. The sample of students in its final form consisted of (72) male and female students, who were divided into (36) male and female students for the control group who studied according to the followed teaching methods, and (36) male and female students for the experimental group who taught according to the dimensional strategy. Hexagram. After analyzing the results, it was found that there was a statistically significant difference between the scores of the answers of the students of the experimental and control groups on the post-application of the creative thinking scale, and the presence of a different effect size according to its components (fluency, originality, flexibility, and details), which indicates the positive impact of teaching according to the six-dimensional strategy in developing creative thinking. The researcher recommended using the six-dimensional strategy in the basic education stage in various academic subjects, introducing the strategy into teachers’ manuals, and suggested conducting studies on the six-dimensional strategy and building a measure of creative thinking. Keywords: Basic learning, Constructivist Teaching, Fluency, Flexibility, Authenticity, Detail.

A Study on Creative Teaching through Bioscience in Developing Creative Thinking Ability of Students

Creativity is an important aspect of learning. Thanks to creativity, the student gains a positive attitude towards learning and becomes more fun to learn. Thanks to creativity, the student activates the passive information by converting it into a product. Thanks to the creativity, acquired at a young age, individuals can more easily solve their daily life problems and become more productive in adulthood. This is one of the main aims of education: to make the students well equipped for their future life and to educate them as productive citizens. For this reason, the Ministry of National Education has taken the acquisitions in creative thinking education in schools. According to constructivism, adopted by the Ministry of National Education teachers do not teach in a democratic classroom climate but are leaders. Students express their thoughts freely and discover and produce the knowledge. Societies’ development can only be improved in this way.

The Effects of Using the Swartz Model on Developing Creative Thinking Skills of Seventh Grade Pupils in Mathematics in the City of Aqaba

The Effects of Using the Swartz Model on Developing Creative Thinking Skills of Seventh Grade Pupils in Mathematics in the City of Aqaba

A Proposed Educational Program Based on Project-Based Learning (PBL) for Teaching Home Economics and its Impact on Developing Creative Thinking and Problem-solving Skills of Third-grade Intermediate Female Students

This study examined the effectiveness of using project-based learning (PBL) for the teaching of home economics and determine its impact on the development of students’ creative thinking and problem-solving skills. To achieve the objectives of the study, the researchers used the quasi-experimental approach. Pre- and post-intervention tests were conducted with two (experimental and control) groups of third-grade intermediate female students. Two tests were administered: one to test the students’ creative thinking skills, and the other to test their problem-solving skills. The control group were taught a home economics unit by conventional teaching methods; the experimental group were taught using the PBL approach. The following materials and tools have been prepared by the researchers: a proposed educational program based on project-based learning (PBL), a test of creative thinking skills, and a test of problem-solving skills. The findings revealed that there were statistical differences (0.05) between the mean scores for the pre-PBL and post-PBL tests, indicating that PBL significantly improved the students’ creative thinking and problem-solving skills. Several recommendations and suggestions are offered based on the findings.

Developing Creative Thinking in STEM Education through Design- Based Learning

Creativity is one of the fundamental skills of the 21st century and has become a crucial task in education. This article provides a definition of creative thinking manifested in generating novel, unique, and valuable ideas and solutions to address posed problems. Characteristics of creativity such as fluency, originality, flexibility, and elaboration serve as indicators to evaluate the level of creativity in products of the engineering design process. Recognizing the importance of creativity in a dynamic world, creative education has been integrated into the mainstream education curriculum through the implementation of STEM teaching. Following this, the concept of design-based learning has been introduced as a STEM teaching approach based on integrating the engineering design process into classrooms, allowing learners to apply scientific and technological knowledge and skills to complex real-life problems. Finally, research in STEM education through the engineering design process to enhance learners' creative thinking has been synthesized. The aim is to provide ideas and guidance for teachers in organizing STEM teaching, aligning with the goal of fostering creativity for citizens in the digital age.

Experience in Developing Creative Thinking among Private School Students

Experience in Developing Creative Thinking among Private School Students

Artistic Activities and Developing Creative Thinking Skills among Children in Early Childhood

The study explores the pivotal role of artistic activities in cultivating creative thinking skills during early childhood in identifying the profound impact of these activities on children’s cognitive, emotional and social development. Grounded in Piaget’s cognitive development theory and Gardner’s theory of multiple intelligence has shown the influence of different factors that have included pedagogical approaches, parental involvement, cultural background, and the age and duration of artistic engagement. The literature review has shown the foundational principles of creative thinking programs in early childhood education, emphasising the need for innovative and balanced approaches. Also, with the help of a survey, 300 participants of data were gathered that were teachers and caregivers. Content analysis has been done to get subjective results. The study has included the importance of incorporating artistic activities into educational settings and parents’ support, highlighting the consistent dynamics shaping creativity outcomes and advocating holistic foundations for children’s future success.

Design and Validation of a Model for Developing Creative Thinking Skills in Educational Managers

Objective: Recognizing the factors that influence creativity and enhancing creative skills is essential to facilitate the enhancement of creativity in environments such as schools. Therefore, the current research aims to examine the role of individual and social variables in predicting students' creative progress. Methods and Materials: This applied research was conducted with a mixed-method approach and an exploratory design. The qualitative sample consisted of 25 professors from the educational management departments of universities in Mashhad, selected through purposive sampling and considering the saturation rule. The quantitative sample included all school managers working in middle and high schools in the sacred city of Mashhad, with a sample size of 172 individuals, calculated based on Cochran's formula. In the qualitative section, semi-structured interviews were used, while in the quantitative section, a researcher-developed questionnaire was employed. Findings: The qualitative results identified two main categories: intra-personal skills and inter-personal skills, along with six subcategories: technical skills, problem-solving skills, ethical skills, emotional competencies, cognitive competencies, and social competencies derived from the interviews. Structural equation modeling results indicated that creative self-efficacy and intrinsic motivation are significant predictors of creative advancement. Wisdom did not significantly predict creativity, while general self-efficacy indirectly predicted creativity through its impact on creative self-efficacy. The university environment also had a significant role in predicting students' creative advancement. Conclusion: Based on the findings of the current research, considering social factors alongside individual factors provides a clearer and more comprehensive understanding of students' creativity.

The Effect of Using the Six Thinking Hats Strategy for Developing Creative Thinking and the Learning of Some Gymnastic Skills among Primary School Students

The Effect of Using the Six Thinking Hats Strategy for Developing Creative Thinking and the Learning of Some Gymnastic Skills among Primary School Students

Strategy for Developing Creative Thinking Skills in Learning to Write Poetry for Junior High School Students

This study aims to describe the strategy for developing creative thinking skills and the functions and benefits of developing creative thinking skills in learning to write poetry for junior high school students. The method used was a descriptive method with a qualitative approach. Data collection was carried out using interviews and questionnaires. The informants in the study were 12 Indonesian Language and Literature learning teachers in the East Java region, including Kediri, Gresik, Malang, Madura, Jombang, Banyuwangi, Lamongan, Kalimantan. The data analysis technique used was discourse analysis, which analyzed oral and written answer sentences. Based on the data, it can be concluded that the learning strategies for writing poetry carried out by teachers were diverse, including word picking, word-priming strategies, word chat cards, cooperative learning (roulette writing), modeling, photos/events that have been experienced, objects, directly seeing things, pictures, word clusters, a combination of models, one event one poem, one picture one poem, ATM, Student Teams Achievement Division (STAD), keyword strategies, one event one poem, word collections, and experiences. From the method used by the teacher, it turned out that it could improve creative thinking skills based on the stages of creative thinking proposed by Torrance, including fluency, flexibility, originality, and detail in choosing themes, diction/word choice, rhymes, typography, imagery, mandate, and the cohesion of stanzas.

The Role of the Art of Chinese Calligraphy and Music in Developing Creative Thinking Skills in Preschoolers Using Flipped Technology.

The article aims to study the influence of music and music-calligraphy practice on the development of creative thinking among preschool children. The study used the general screening model of the Torrance Thinking Creatively in Action and Movement test (TCAMt) to assess the level of motor creativity in children. The study participants were 120 4-5 year-old children. The results of the calculations demonstrate an increase in the values of the four factors after the interventions. Fluency increased on average: for group A, which practiced musical intervention, by 28%; for group B, which practiced musical-calligraphic intervention, by 29%. The imagination factor increased for group A by 23.5% and for group B by 45.5%. This study has shown that the use of musical-calligraphic practice provides higher creative thinking skills in the categories of "imagination" and "originality", while "fluency" and "flexibility" are not different from the use of a single musical practice. This study has practical and scientific value, as it proves the influence of music and music-calligraphy practices on creativity development in children. The study results can be applied in preschool educational institutions, which are interested in increasing students' creativity.

أثر استراتيجية حوض السمك في تنمية التفكير الإبداعي في مادة الجغرافية

The research aims to evaluate the efficiency and effectiveness of the aquarium strategy as one of the active education strategies for increasing students' academic achievement and developing creative thinking. The research was conducted on a school in Anbar Governorate, west of Al-Iraq. To accomplish this research, the researcher used a sample of seventy students, who were equally divided into two groups (control and experimental). After completing the research requirements, the results of academic achievement and creative thinking of tests specially developed for students of both groups were analyzed using statistical methods and methods such as the T-test for the two independent samples. The results of the research showed that using the fish tank strategy significantly impacts students' skills in creative thinking and academic achievement compared to the usual method used. It is worth mentioning that the researcher conducted a questionnaire that includes and covers the geographical area of ​​the study area, and it was found that many teachers trust this modern strategy and that it has a significant role in improving students' skills in studying geography.

Development of Basic Motion Learning Model to Develop Creative Thinking Ability Through Approach to Play in Elementary School

Purpose: The purpose of research and development of basic motion learning models to develop creative thinking skills through a play approach in elementary school is expected to develop creative thinking of elementary school students. Theoretical framework: Hendriana Sri Rejeki and Gunawan (2021: 218) state that there are four games for the learning model for basic locomotor jumping, namely: (a) rope jumping game (b) carpet jumping game (c) hurdles game (d) obstacle jumping game, basic motion learning model Locomotor jump with this simple game is effective in supporting the learning process of physical education, sports and health in third grade elementary schools. Design/methodology/approach: The research method used is Borg and Gall research and development. The subjects of this study were fifth grade elementary school students and four teachers at UPT Percut Sei Tuan. The research instrument uses a rating scale so that the basic movement learning model through a play approach is suitable for developing creative thinking skills of elementary school students. Findings: Teachers' lack of innovation and creativity in developing basic movement skills and creative thinking skills with basic movement learning models through a play approach playing is made in game forms that meet the needs of students is one of the fundamental flaws. Teachers of physical education frequently make use of established sports like soccer, baseball, volleyball, futsal, basketball, and futsal, despite the fact that these sports generally do not correspond to the characteristics of elementary school children's growth and development. This brought about the learning gave was unimportant to the abilities to be accomplished and brought about the getting the hang of becoming dreary and less intriguing. Researchers are interested in developing a model of basic movement learning to develop creative thinking skills through a play approach for fifth grade elementary school students in light of the issues discussed above with physical education instruction. Research, Practical & Social implications: The learning model is a strategy that the teacher uses to carry out teaching and learning activities that involve students as recipients of learning activities' knowledge in order to accomplish a goal. Originality/value: There are a number of inputs in the form of comments and suggestions for products developed as a result of the experts' validation (basic motion learning model to develop creative thinking skills through a play approach in elementary school). The following are expert recommendations and comments: (1) A basic movement learning model that can accommodate the needs of students and teachers in carrying out the physical education learning process based on the curriculum objectives is required, (2) The focus on the objectives of developing basic movement learning models is on the cognitive aspects seen in students' understanding of the game's rules, the ability of children to think creatively in understanding forms of movement activity, such as increasing the power of creativity on the basis of skills, (3) The rules of the game are simplified so that participants in elementary school can easily understand them, (4) games are adapted to basic competencies in learning materials in class, (5) games are adapted to children's character, (6) equipment is adapted to the characteristics of children in class and equipment made by yourself needs to be considered for safety not only considering learning media but The equipment used should be cheap and practical. The basic movement learning model for developing creative thinking skills through the play approach in elementary schools can be revised as follows on the basis of the experts' suggestions and comments above: 1) the basic movement learning model focuses on the goals of learning physical education based on the curriculum; 2) it focuses on developing basic motion learning models that focus on creative thinking skills from a cognitive, affective, and psychomotor perspective; 3) it uses games that are adapted to core curriculum themes and competencies so that physical education teachers in elementary schools can use them.

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

“The Role of Blended Education in Developing Creative Thinking” A qualitative Study

“The Role of Blended Education in Developing Creative Thinking” A qualitative Study

Forming and Developing Creative Thinking while Participating in a Creativity Battle at a Physics Lesson

Forming and Developing Creative Thinking while Participating in a Creativity Battle at a Physics Lesson

The level of Practicing Creative Thinking Skills by Islamic Education Teachers at Secondary Schools in Sana’a City

The study aimed to investigate the degree of using creative thinking skills byIslamic education teachers at secondary schools in Sana’a city. It also aimed toidentify the significance of statistical differences between the average degree oftheir use according to gender, qualification, school, and experience. To achievethe objectives of the study, a questionnaire consisting of (47) items covering fivebasic skills was developed and administered to a sample of (295) male andfemale teachers working in public and private secondary schools. The studyresults showed that the degree of using creative thinking skills by teachers, ingeneral, was moderate, at a mean of (3.23), and a relative weight of (64.57%).The most used skills were fluency, followed by elaboration with a mediumdegree, and the least used skill was originality. The results also showed thatthere were no statistically significant differences between the average degree ofusing creative thinking skills by Islamic education teachers in relation to gender,school, and experience, whereas there was a statistically significant difference ata level less than (0.05) in relation to the type of qualification in the elaborationskill of the overall questionnaire in relation to the differences in the attitudeof Islamic educational teachers. In light of the results, the study recommendedpaying attention to training Islamic education teachers on how to developcreative thinking skills and preparing practical guides to familiarize teacherswith strategies and methods of developing thinking.

" Using McCarthy's Format Model in Teaching Social Studies for Developing Creative Thinking Skills in Solving Environmental problems for sixth grade Pupils".

" Using McCarthy's Format Model in Teaching Social Studies for Developing Creative Thinking Skills in Solving Environmental problems for sixth grade Pupils".

The Effect of the Rapid Learning Method in Developing Creative Thinking Among Second-Grade Students in the Middle School in the Subject of History

The current research aims to examine the effect of the rapid learning method in developing creative thinking among second-grade female students in the subject of history. Thus, the researcher has adopted an experimental design of two groups to suit the nature of the research. The sample of the study consists of (36) randomly selected students from Al-Shafaq Secondary School for Women, which are divided randomly into two groups. The first group represents the experimental; it includes (31) students who studied the subject of history using the quick learning method. The second group, on the other hand, is the control group, which consists of (32) students, who studied the same subject using the traditional way. Before starting with the experiment, the researcher was keen to ensure that the students of the two research groups are statistically equal in a number of variables that are believed to have an effect on the safety of the experiment. Such variables involve: (the chronological age of the students calculated in months, intelligence, a pre-test for creative thinking, the academic level of the parents). To achieve the objective of the study, the researcher must use Tor Anas’ test that was Arabized by Sayed Khairallah to measure the creative thinking, and employ it for the contents of the Arab-Islamic history book. Accordingly, the researcher constructed (10) testing items for each of the following skills (fluency, flexibility, originality, and sensitivity to problems) to have a total of (40) items. Moreover, the performance of the students has been evaluated by identifying and treating their weak points to improve their level of knowledge, meeting as a result the already set objective and employing the students’ mental energies in creating a motivating atmosphere for creative thinking. The study has finally concluded that the quick learning strategy requires more effort and skill on the part of the teacher than when using the usual methods of teaching. It has further made the students more motivated, more willing to participate in the history lessons, and this has thus developed their creative thinking.