Development Of Creative Skills Research Articles

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

Integrating Creative Thinking Skills Pedagogies into a Higher Education Visual Arts Course

AbstractAlthough there has been increasing international emphasis on creativity in education, many creativity training programmes have focused on enhancing students' creative thinking skills with few studies on how these skills can be integrated into the teaching of subject disciplines. As a member of a Community of Practice project that ran from spring 2021 to summer 2022 at my university, I worked with ten university teachers from multiple disciplines to develop and implement instructional strategies to foster students' creative thinking skills. The paper documented the development, implementation and evaluation of creative thinking skills teaching strategies for a higher education course in visual arts. Both the development of the teaching strategies and the measurement of the impact on student learning have undergone vigorous research procedures and made reference to the existing literature. The effectiveness of the activities was assessed using multiple methods including the Torrance Test of Creative Thinking, a self‐report inventory, and a focus group interview. The results indicated the new learning activities enhanced students' creative thinking skills. They also showed that creativity can be developed through teaching while revealing that playfulness, freedom and structure, group interactions, and problem‐solving activities are beneficial for the development of creative thinking skills. Readers may better understand the different ways in which creative thinking skills instruction materials can be developed and incorporated into teaching of visual arts by making reference to the strategies suggested and the process of development in the paper.

The Use of Mind Mapping in Social Studies Learning to Improve Creative Thinking Skills

&#x0D; Abstract&#x0D; The social studies learning concept is very important for students to be able to adapt to their environment. The development of creative thinking skills in social life is something that must be developed. This study aims to discuss how the use of Mind Mapping in social studies learning can improve creative thinking. This type of research is descriptive qualitative with a literature review method which consists of several stages. First planning , where we determine the topics to be discussed, determine the criteria for the articles to be used. Second Conducting, the process of searching, selecting articles and data synthesis. The third is reporting, writing the results of a systematic literature review. Based on a study of 10 national articles on the use of Mind Mapping in social studies learning to improve creative thinking skills . The results of the research conducted show that the use of Mind Mapping is effective and efficient in improving students' creative thinking skills in social studies learning

ORGANIZATION OF MATHEMATICS LESSONS USING INFORMATION TOOLS

In order to improve the computer literacy of students, the organization of lessons using computer technologies, their impact on the efficiency of counting, memorization, quick work of students, and the development of creative skills are described. Currently, there are no educational institutions that do not use computers and the Internet during the period when digitalization activities are actively carried out in the fields of education in all regions of the Kyrgyz Republic. In this direction, every teacher, student and parent should be aware of information technology. Therefore, it is necessary to make it mandatory to use computer technologies, their types and means in educational processes. The article notes that the use of computer technology in the organization of lessons will undoubtedly increase students’ interest in the subject.

Середовищний компонент системи професійної підготовки майбутніх соціальних педагогів та соціальних працівників до роботи із вразливими категоріями населення

The article provides a meaningful description of the environmental component of the system of professional training of future social teachers and social workers to work with vulnerable categories of the population. The environmental component is represented by the internal side of the institution of higher education, within which it becomes possible to achieve the goal of the system – the formation of professional readiness of future social teachers and social workers to work with vulnerable categories of the population. It includes (administrative and teaching staff of the departments, heads of practices, advisors (curators of academic groups), representatives of student self-government bodies, various structural units and services of the university such as social units, career development, psychological recovery and adaptation, development of leadership skills, development of creative skills, informational, inclusive, etc.). The environmental component is also represented by the external side of the institution of higher education, within which it becomes possible to achieve the goal of the system – the formation of professional readiness of future social teachers and social workers to work with vulnerable categories of the population. It includes individuals, various social institutions: institutions of education, health care, social protection, internal affairs bodies, service for children, centres of social services for families, children and youth, territorial centres of social services for pensioners and single citizens unable to work, centres employment, centres for professional, medical and social rehabilitation of the disabled, geriatric institutions, shelters for minors, centres for socio-psychological rehabilitation of minors, night shelters for homeless citizens, registration centres for homeless citizens, social hotels, territorial social service centres (provision of social services), military parts, charitable, public, volunteer organizations, foundations, etc.).

Development of creative thinking skills of students through composition: In case of “Composition and color study” course

One of the main goals of education is to prepare citizens who are capable to live and work in the modern society. And, the creative thinking skill could be considered as one of vital skills in today’s world. We have conducted a research on possibilities of developing creative thinking skills of students through visual art training and intended to develop a teaching method for “Composition and Color Study” course of bachelor program “Teacher, Art Education”. A total of 250 students who took “Composition and Color Study” course between 2013 and 2022 participated in the research, and the process and progress of students' creative thinking during the process of composition were studied using the method of observation as a group and/or individually. The results of the research confirm that it is possible to develop creative thinking skills of students through various composition tasks and we formulated criteria for measuring the creative thinking development of students and a methodology for using them in the training process.&#x0D; Зохиомжлох үйлээр суралцагчдын бүтээлч сэтгэлгээг хөгжүүлэх нь: “Зохиомж, өнгө судлал” хичээлийн жишээн дээр&#x0D; ХураангуйОрчин үеийн нийгэмд бие даан ажиллаж амьдрах чадвартай иргэнийг бэлтгэх нь боловсролын нэг гол зорилго бөгөөд энэ зорилгын хүрээнд суралцагчдад эзэмшүүлэхийг зорьж буй голлох чадваруудын нэг нь бүтээлч сэтгэлгээний чадвар юм. Суралцагчдын бүтээлч сэтгэлгээг дүрслэх урлагийн сургалтаар хөгжүүлэх боломжийг судалж, “Багш, урлагийн боловсрол” бакалаврын хөтөлбөрийн “Зохиомж, өнгө судлал” хичээлийн хүрээнд сургалтад хэрэглэх арга зүйг туршин боловсруулахыг бид зорилгоо болгосон. Судалгаанд 2013 оноос 2022 оны хооронд зохиомж, өнгө судлал хичээлийг судалсан нийт 250 оюутан хамрагдсан ба оюутнуудын дүрсээр зохиомжлох үйлийн явцад бүтээлч сэтгэлгээнд суралцсан явц, ахиц өөрчлөлтийг бүлгийн болон ганцаарчилсан түвшинд ажиглалтын аргаар судалсан. Судалгааны үр дүнд “Багш, урлагийн боловсрол” хөтөлбөрөөр суралцагчдын бүтээлч сэтгэлгээг зохиомжлох үйлээр хөгжүүлэх боломжтой гэдгийг нотолж, суралцагчдын бүтээлч сэтгэлгээний хөгжлийг дүрсийн зохиомжлох үйлээр хэмжих шалгуурууд, сургалтад ашиглах арга зүйг тус тус боловсрууллаа.Түлхүүр үг: Бүтээлч сэтгэлгээ, хэвшмэл сэтгэлгээ, дүрс, зохиомж, хөгжүүлэлт, шинэ санаа, оновчтой шийдэл

The effect of implementation of a creative thinking model on the development of creative thinking skills in high school students: A systematic review

AbstractCreative thinking plays a pivotal role in science, innovation and the arts, solidifying its significance in daily life problem solving as well as maintaining and fostering our well‐being. Creative problem solving (CPS) and critical reasoning enables students to be challenged and to grasp complex problems and is defined as one's ability to generate both original and useful ideas to be adopted in a wide array of situations. However, the literature concerning the integration and adoption of creative thinking models in educational systems and the implications this has on creative thinking skills is limited. To investigate whether the implementation of a creative thinking model leads to the development of creative thinking skills in high school students, and whether it affects any other abilities of high school students, Scopus, Web of Science and PubMed were systematically screened on 21 February 2022. Studies that adopted a CPS model in a high school setting and investigated its role in improving the creative thinking skills of students were included. Eight studies that spanned 542 high school students were included in this systematic review. Implementation of creative thinking models, including FPSPI, SCAMPER, quantum‐based CPS learning, and traditional CPS models, resulted in notable improvements in the development of creative thinking skills in high school students. Improvements were also evident in the participant's academic achievements, concept understanding and higher‐order thinking skills. A data extraction form was formulated in accordance with the PRISMA recommendations and (GRADE) criterion for risk of bias was incorporated. The implementation of a creative thinking model in educational institutions results in the development and improvement of creative thinking skills in high school students when used alongside traditional teaching methods. Future studies should focus on investigating the adoption of these models and others on a wider scale, spanning several geographical locations and education systems.

The Most Influential Elements of the Chinese Traditional Music Culture before the Ming Dynasty in Southeast Asia

ABSTRACT The aim of the work is to study the influence of historical elements of traditional music culture, which were formed before the Ming Dynasty in Southeast Asia, on the development of musical knowledge, which is the basis for the preservation of musical traditions. This study builds on an empirical approach through a sociological survey. The findings showed that 57% of study participants had an average level of knowledge regarding the historical features of the development of the national compositions. To improve the understanding of the specifics of music historical development, the authors have developed elements of the music education programme. In the process of teaching the emphasis was on historical events, with the use of interactive programmes; the study of compositions in practical classes separately for each period; the involvement of students in the process of teaching; detailed study of individual elements characteristic of each period; the development of creative skills and independence. The results showed that students preferred the period of the Yuan Dynasty (32%) among others due to the active interaction of China with different countries in those times. The lowest results were obtained by students in group 2 (72%), which confirms the effectiveness of the developed stages.

Development of Test Instruments to Measure Middle School Students' Creative Thinking Ability

The development of creative thinking skills really needs to be done because this ability is one of the abilities that the world of work wants. Mathematics learning needs to be designed so that it has the potential to develop students' creative thinking. The observation results show that teachers still pay little attention to students' creative thinking skills. Creative thinking ability tests have been compiled and validated by the validator. Based on the identification and definition of the problem that has been simplified, the formulation of the problem in this study can be formulated, namely how is the test instrument for measuring the creative thinking abilities of junior high school students. The purpose of this study was to develop a test instrument that measures the creative thinking abilities of junior high school students. Based on the data obtained, the average validation result by experts is 3.36. and 84%. So, it can be concluded that the development of a test instrument to measure creative thinking skills is feasible to use

EFFICIENCY OF CREATIVE THINKING ABILITY IN AUGMENTED REALITY-BASED LEARNING MEDIA THE ACID RAIN THEME

This research was conducted due to the lack of students' awareness of the phenomenon of acid rain. The phenomenon of acid rain can be harmful to health and ecosystems. Whereas acid rain can be prevented by increasing the awareness of students through improving the quality of education, especially the ability to think creatively which is expected to help find solutions to minimize the impact of acid rain. However, students in Indonesia have a low quality of education which causes students' creative thinking skills to be low. This study aims to determine the efficiency of Augmented Reality-based learning media in the development of creative thinking skills of seventh grade students on the theme of Acid Rain. Augmented Reality-based learning media is a technology that combines 2D and 3D virtual objects from interactive applications, thus helping in growing students' creative thinking skills. The research method used is Research and Development (R&amp;D) according to Thiagarajan (1974) which was adapted based on the 4-D model. This model consists of 4 stages of development, namely define, design, develop, and disseminate. But the research is limited to the develop stage, because this research only focuses on the efficiency level of the Augmented Reality-based learning media developed. The results of the study based on the efficiency test of learning media based on Augmented Reality with the theme of acid rain for class VII SMP obtained an average value of 88.54% in the very efficient category. Keywords: Learning Media Based on Augmented Reality, Acid Rain, Creative Thinking Ability .

Developing Creative Thinking Skills in EFL Classes in Morocco

The present paper reports on an evaluation study investigating the extent to which Moroccan EFL high school classrooms encourage the development of creative thinking skills. Our objectives were: to explore the extent to which educational policy documents, namely the National Charter for Education and Training (1999), the White Paper (2002) and the Guidelines for teaching English (2007) promote the development of creative thinking; to find out whether Ticket to English 2 textbook has the potential to support students to think creatively; to investigate teachers’ perceptions and attitudes towards developing creative thinking and to discover insights into the nature of classroom environment with regard to the development of the skill. The study used a mixed methods design which involves a mixture of qualitative and quantitative approaches. The purpose behind this choice is to investigate the match between the aims and objectives outlined in educational policy documents and their implementation through the textbook and teaching practices. The study employed five research instruments namely documents analysis, textbook evaluation, questionnaires, classroom observation, and a semi-structured interview. The results revealed that the importance of creative thinking has been emphasized in policy documents, yet the textbook and teaching practices focus on lower-order thinking skills, such as remembering and understanding. The study concludes with practical recommendations for policy makers, textbook designers, teachers, and teacher development programs.

Professional Competence of the Head of the Club as a Component of Quality Out-of-school Education

The article substantiates the theoretical foundations of professional competence and defines the qualities that contribute to the pedagogical competence of the head of the club, emphasizing that the professional competence of an out-of-school teacher is a necessary and prerequisite for successful professional activity.&#x0D; Attention is focused on the fact that the formation of creative initiative personality is inextricably linked with the problem of professional training of out-of-school teachers, his ability to organize the educational process according to fundamentally new non-standard innovative technologies.&#x0D; The article states that an out-of-school teacher is an organizer of life activities for a competitor education who provides basic needs for creative self-realization and recognition. By activating personal resources, the head of the club creates favorable conditions for his creative development.&#x0D; It is determined that an out-of-school teacher who strives for professional growth is a creative person with a high level of development of creative skills, reflection, constant self-improvement and skills of pedagogical activity.

A Need Analysis on Development of Creative Thinking Skills: A Phenomenological Study

This study adopts a qualitative research design aiming at investigating the perceptions of English language teachers about creative thinking skills in their courses. Six teachers working at the School of Foreign Languages at a state university participated in this study. They had similar educational backgrounds and different years of experience. In terms of teaching English, participants were interviewed in-depth about the conceptualization of creative thinking skills. The purpose of the study was to identify teachers’ perspectives and their ways of implementing sub-dimensions of creative thinking in both face-to-face and online lessons. Semi-structured interview questions were used to collect data in the study and the data were analysed through content analysis method using NVivo 12. The findings of the research are grouped under the following headings: Barriers to Creating a Thinking Class Environment, Existing Supporters, and Defining the Concept. Results revealed that the teachers have defined the ability to think creatively considering the basic perception they had about the concept which is mainly creating new products. It is also understood that they evaluated the concept and associated the sub-dimensions accordingly. It can be inferred that a deeper understanding and well-organized teaching of creative thinking skills are required to be blended into the foreign language education.