Torrance Tests Of Creative Thinking Research Articles

Developing an Instructional Design for the Field of ICT and Software for Gifted and Talented Students

<p>This study aimed to develop an instructional design that focuses on programming teaching for gifted and talented students and to investigate its effects on the teaching process. During the development of the instructional design; the steps of Morrison, Ross and Kemp Instructional Design Model were followed. Embedded experimental design, one of the mixed-method research designs, was used in the modeling of the study. The participants consisted of students studying at the Science and Art Center (BILSEM) (experimental group: 13 girls and 12 boys, control group: 10 girls and 15 boys). While the instructional design developed by the researchers was applied to the gifted and talented students in the experimental group, the standard activities used in Information Technologies and Software Courses at BILSEM were applied to the gifted and talented students in the control group. “Computational Thinking Scale (CTS)”, “Torrance Creative Thinking Test (TCTT-Figural)” and “Computer Programming Self-Efficacy Scale (CPSES)” were used to collect the data of the quantitative phase of the study. Qualitative data were gathered by using interview form, observation forms, and design thinking rubric. Two-Factor ANOVA Test, Bonferroni Adjustment Multiple Comparisons Test, and interaction graphs were used to analyze quantitative data while qualitative data were analyzed by content analysis. The quantitative results of the research showed that the instructional design was effective on students' computational thinking and creative thinking skills, but not on programming self-efficacy. Qualitative findings revealed that the instructional design helped the students learn the computational concepts, use computational applications, and develop computational-perspectives. Also, students improved their design thinking skills to a certain level and expressed that they enjoyed the design thinking process, learned the course content, and experienced some difficulties.</p>

Factors affecting nursing students' creativity in Taiwan: Exploring the moderating role of creative personality

BackgroundThe relationships between a school's creative climate, students' creative personality, and students' creative thinking have not been explored in the context of nursing students in healthcare schools in Taiwan. DesignThis cross-sectional descriptive study examined how both school creative climate and creative personality interact with the creative thinking abilities of nursing students in Taiwan, and whether the students' personality moderates the relationship between the other two variables. MethodsSeventy-four nursing faculties provided subjective assessments of the environment of a healthcare school in Taiwan, as measures of school creative climate. Two hundred forty-five nursing students completed Verbal and Figural Torrance Tests of Creative Thinking (TTCT-V and TTCT-F, respectively) as measures of creative thinking; the Taiwanese Creative Personality Scale (TCPS) measured their creative personality. ResultsNursing students' total mean scores on the TTCT-V and TTCT-F were 24.41 and 44.50, respectively. The mean scores for subscales of fluency, flexibility and originality on the TTCT-V were 11.03, 7.12 and 6.26, respectively. The mean scores for subscales of fluency, flexibility, originality and elaboration on the TTCT-F were 18.78, 11.45, 12.73 and 1.54, respectively. Students' mean score on the TCPS was −0.11 (SD = 4.05), indicating an overall negative creative personality. Pearson's correlation analysis showed the sufficient resources component of school creative climate was positively correlated with the elaboration component of figural creative thinking. However, sufficient resources negatively correlated with the fluency and flexibility components of verbal creative thinking. The SPSS PROCESS macro showed that students' creative personality had a moderating effect on the relationship between the sufficient resources component of school creative climate and students' creativity as reflected by the verbal creative thinking components of fluency (b = −0.62, p < 0.01) and flexibility (b = −0.55, p < 0.01). ConclusionOur study fills a gap in the literature regarding the interactions between a school's creative environment and personality factors that foster students' creativity. Validated by empirical data, this study's proposed moderation model of creative personality can be used as a guide for influencing nursing students' creativity. Cultivating students' creative personality and developing sufficiently resourced school creative climates may be key to implementing successful creative education in health care schools.

Children's Creativity and Personal Adaptation Resources.

The study provides insights into the aspects of creativity, the structure of psychometric intelligence, and personal adaptation resources of senior preschool children. Creativity and intelligence are presented as general adaptation resources. Existing studies of creative ability and creativity as integral individual characteristics in the context of adaptation are analyzed. The aim is to identify varied sets of creativity and personal adaptation resource markers that differentiate groups of children in order to determine possible strategies for adaptation, preservation, and development of their creative abilities at the beginning of lyceum schooling. It embraces the use of the E. Torrance Test of Creative Thinking (TTCT) (figural version), the Wechsler Intelligence Scale for Children (WISC), and the G. Rorschach Test. A sample of the study consisted of 122 children, aged 6–7 and enrolled in a school. The average IQ score among the children was above 115 (M = 133.7, σ = 9.9). The entire sample was divided into four groups by the originality-elaboration ratio according to the TTCT. The correctness of the children’s division into the groups according to the markers of creativity and personal adaptation resources is confirmed by the discriminant analysis. We have identified the factor structure of creativity, intelligence, and personal adaptation resources in the entire sample of children and in each of the groups. In the group of preschoolers with high originality and elaboration, the resulting structure integrated the components of creativity with personal adaptation resources and intelligence scores. In the group of children with a low level of originality and elaboration, the markers of creativity, intelligence, and personal adaptation resources are not interlinked.

Integration of Problem Based Learning (PBL) and Engineering is Elementary (EiE) to improve students’ creativity

This study aims to measure and analyze the creativity of high school students on Magnetic Induction topic through the application of Problem Based Learning (PBL) which are integrated with the Engineering is Elementary (EiE) approach. This quasi-experimental control group design formed research was conducted on students of Darul Imarah 1 Public High School. By using random sampling, grade twelve 2 was chosen as an experimental class and grade twelve 3 was chosen as control class. Student’s creativity was obtained through student’s answers to the Torrance Test of Creative Thinking (TTCT) creativity instrument for three aspects of creativity (elaboration, originality, and fluency). The result of t-test analysis of student’s creativity in the experimental class showed significant differences between both classes. The creativity of the experimental class students was found to be better than the control class for all three aspects of creativity. The result of this study has provided an evidence of empirical results that the models and approaches could increase student’s creativity, so active student learning approaches such as the PBL model have deserved to be used in teaching and learning process and are considered to be carried out in the High School Curriculum.

The Effects of Creative Problem Solving Activities on Creativity of Preschoolers

Bu çalışmanın amacı, yaratıcı problem çözme (YPÇ) etkinliklerinin beş yaş çocuklarının yaratıcılığına etkilerini ortaya koymaktır. Araştırmada karma yöntem türlerinden ardışık açımlayıcı desen kullanılmış ve bu doğrultuda önce nitel, sonra nicel veriler toplanmıştır. Veri toplama sürecinin ilk adımında öğretim üyeleri ve öğretmenler için hazırlanan görüşme formları kullanılmıştır. Yarı yapılandırılmış görüşmeler yoluyla elde edilen veriler içerik analizi yoluyla incelenmiştir. Yapılan analiz sonucunda, beş yaş grubuna uygulanacak YPÇ etkinlikleri hazırlanmıştır. Deneysel çalışmanın uygulandığı ikinci adımda öntest-sontest kontrol gruplu desen kullanılmıştır. Araştırmacı tarafından hazırlanan YPÇ etkinliklerinin uygulandığı deneysel süreç öncesi ve sonrasında veriler Torrance Yaratıcı Düşünme Şekilsel Testi (TYDT) A ve B Formu ile toplanmıştır. Deney ve kontrol grubunda yer alan çocukların öntest-sontest yaratıcılık toplam puanları arasında anlamlı bir fark olup olmadığını incelemek amacıyla 2x2 karma ANOVA yapılmıştır. Deneysel çalışmanın bulgularına göre, deney ve kontrol gruplarının TYDT Şekilsel Formlardan aldıkları toplam yaratıcılık puanları karşılaştırılmış ve deney grubunun son test toplam yaratıcılık puanlarının, ön test puanlarından anlamlı derecede yüksek olduğu görülmüştür. Buna göre, YPÇ etkinliklerinin deney grubu üzerinde etkili olduğu belirlenmiştir.

The association between creativity, creative components of personality, and innovation among Taiwanese nursing students

The link between creativity, aspects of personality associated with creativity, and innovation are unclear with regards to nurses and nursing education. This cross-sectional, descriptive, correlational study explored levels of creativity, creativity personality, and innovation among nursing students, and the association between these variables. Senior-year nursing students (N = 98) at a university in Northern Taiwan participated in this study. All were enrolled in a capstone course for developing patentable healthcare-related products. Verbal and Figural Torrance Tests of Creative Thinking (TTCT-V and TTCT-F, respectively) measured creativity; the Affective Components of Creativity Scale (ACCS) evaluated creative personality; innovation was the mean product creativity score from the capstone course. Pearson’s test with Bonferroni’s post-hoc adjustment examined correlations. Scores for innovation were moderately high (mean = 91.37, SD = 2.83). Mean scores on the TTCT-F and TTCT-V were 40.05 (SD = 21.21) and 18.08 (SD = 13.94), respectively; level of creativity was moderate on the TTCT (mean = 58.13, SD = 30.47). For components of creative personality, the highest score was imagination (mean = 4.75, SD = 0.71); challenge and adventure were similar (2.71, SD = 0.31 and 2.53, SD = 0.25, respectively); curiosity was lowest (1.76, SD = 0.23). Mean total score for the ACCS was 3.15 (SD = 0.33). Innovation was correlated with curiosity (p < .001). The was no significant association between creativity and creative personality. The positive relationship between innovation and curiosity suggests implementing methods aimed at increasing curiosity and innovation could improve nursing students’ abilities to create innovative products.

Взаимосвязь между частотой использования электронных гаджетов, включенностью в игровое взаимодействие и креативностью у дошкольников

Objectives. The study of the relationship between the frequency of use of electronic gadgets, the level of involvement in the interaction in the game and creativity among preschoolers, as well as the identification of gender specificity in the severity of the studied phenomena. Background. In connection with the active inclusion in the life of a modern person of technical means and digital technologies, the sociocultural situation of the development of the child and the process of his socialization have substantially changed. This, of course, leads to changes in the mental and personal development of children, therefore, it is very important to study the psychological characteristics of the modern child and their relationship with new characteristics of the situation of the development. Study design. The study examined the level of creativity of preschoolers, the frequency of their use of electronic gadgets and the level of their involvement in game interaction. The presence of a relationship between these parameters was established by calculating the Pearson correlation coefficient. Participants. 48 children aged 6—7 years: 24 boys and 24 girls, as well as their parents (48 people). Measurements. The method “Map for observing a spontaneous role-playing game” — a modification of the method “Normative development maps” (authors: Korotkova N.A. and Nezhnov P.G.); author’s questionnaire for parents “Interaction of children with electronic gadgets”; the Torrance Creativity Test. Results. An inverse relationship has been established between the frequency of use of electronic gadgets and the level of involvement in game interaction among preschoolers. A direct relationship between the level of creativity of the child and his level of involvement in the interaction in the game is revealed. The gender specificity in the severity of the studied phenomena is described. Conclusions. There is a correlation between the frequency of use of gadgets, inclusion in interaction in the game, and creativity among preschoolers. There is a gender specificity in the manifestation of the studied phenomena.

EXAMINING THE DEVELOPMENT OF CREATIVITY IN ADOLESCENTS IN 9TH AND 12TH GRADES: A FOUR-YEAR LONGITUDINAL STUDY

This study was designed to follow up whether or not the creativity of adolescents showed significant changes in the 9th and 12h grades and is a longitudinal study. Correlational screening model, which is one of the descriptive methods, was used in this study. The sample group consisted of a total of 145 (76 girls, 69 boys) adolescents who were attending Yozgat High School in the city center of Yozgat, Turkey in the 2014–2015 school year and were selected from the 9th grade by using random sampling method. When the sample group came to the 12th grade, the number of the adolescents decreased to 136 (72 girls, 64 boys). The analyses were made based on the data collected from 136 adolescents who were available in the 12th grade. General Information Form and Torrance Test of Creative Thinking (Figural Form A) were used as the data collection tool. In the data analysis, frequency from descriptive statistics, Paired-Samples T-Test for repeated measures and t-test for unrelated measures were applied. As a result of the study, it was found that the scores of the fluency scores and resistance to premature closure scores of the adolescents who participated in the study in the 9th grade significantly differed from their fluency scores and resistance to premature closure scores in the 12th grade, and this differentiation was in favor of the fluency and resistance to premature closure scores of the 9th grade. Their elaboration scores in the 9th grade differed statistically significantly from their elaboration scores in the 12th grade and this differentiation was in favor of their elaboration points in the 12th grade (p &lt;.05). The scores of abstractness of the titles in the 9th grade were in favor of the scores of female adolescents and also the fluency scores of the participants in the 12th grade were in favor of male adolescents and this differed statistically based on gender (p &lt;.05).

Idea Generation Compared between Children With and Without Learning Disabilities

The purposes of this quasi-experimental study were to: (a) compile a solution set of ideas and idea categories that could be used to measure ideational fluency, flexibility, and originality of ideas for future research studies, and (b) measure and compare the ideational performance of students with and without learning disabilities (LD). The idea generation performance of 13 students with LD and 11 children without LD was measured using 22 idea generation prompts modeled on the Torrance Tests of Creative Thinking (Torrance, 1974). Ideational fluency, flexibility, and originality was analyzed using hierarchical generalized linear modeling, and results indicated that for children with LD, fluency had a weaker positive association with originality (i.e., an interaction effect; F [1, 659] = 4.54, p = .03), indicating that students with LD utilized a more convergent thinking style approach to idea generation rather than a divergent thinking style approach employed by students without LD. A solution set for fluency, flexibility, and originality was compiled which could be used for scoring future studies investigating the effects of strategy instruction for idea generation performance in students who may demonstrate more difficulties in generating ideas for academic tasks than their similarly disabled peers. https://doi.org/10.26803/ijlter.18.11.7

The factor structure of the Verbal Torrance Test of Creative Thinking in an Arabic context: Classical test theory and multidimensional item response theory analyses

The Verbal Torrance Test of Creative Thinking (Verbal TTCT) is one of the most frequently used instruments in creativity research. However, its factor structure is still debated and mostly assessed in western contexts. The purpose of the current study was to provide new insights into the factor structure underlying this instrument, with a particular focus on an Arabic context. A sample of 621 undergraduate students from Egypt completed an Arabic version of the Verbal TTCT (Form B). Exploratory and confirmatory factor analyses based on classical test theory were performed, followed by a confirmatory multidimensional item response theory analysis. The findings suggested a novel bifactor structure comprising a general factor in addition to six activity-specific factors. Further support for the bifactor structure was provided by subsequent analyses of residual correlations, empirical reliability, item fit, and item parameters. Theoretical and applied implications of these findings are discussed.

Stressors and creativity in Industrial Design practice

Current literature suggests that stress influences creativity, however further research is required concerning this relationship with a focus on education. Current views are clearlydivided on whether any negative effects on creativity are more dictated by environmental stressors or the reactions of individuals whilst under stress. For this study, participantscompleted a questionnaire comprising of a perceived stress scale and thematic questions, to give an indication of whether they were more influenced by environmental stressors ortheir individual reactions to stress. Two Torrance tests of creativity were conducted to assess creativity over a two-week period as time pressures increased. The resultssuggested that participants who identified as being more affected by their own negative reactions to stress displayed a lower calibre of creativity when time-pressure increased,whereas the participants who were suggested to be more influenced by their environment remained at a relatively constant perceived level of creativity.

Fostering creativity and language skills of foreign language learners through SMART learning environments: Evidence from fifth‐grade Korean EFL learners

Teachers are faced with the demand to teach their students to be competent individuals in the 21st century so that they are prepared for any challenges they may face in their lives. To meet this need, many educators have identified creativity as a necessary competence of the 21st century. To this end, integrating SMART (Self‐directed, Motivated, Adaptive, Resource‐enriched, and Technology‐embedded) education, which is a new paradigm of technology‐embedded learning, can help English language learners’ creativity as well as language development. Therefore, this study explored how SMART learning environments affect elementary English as a foreign language (EFL) students’ creativity and English ability. Twenty‐seven fifth‐grade EFL students participated in this study and were involved in creativity‐enhanced English activities for 12 weeks. Data include the results of students’ Torrance Test of Creative Thinking, English tests, and a perception survey. Paired‐samplest‐tests were conducted to compare the pretests and posttests for students’ creativity and English ability scores. The results revealed a statistically significant increase in the creative thinking skills of fluency, flexibility, and originality. In terms of English, students’ speaking and writing abilities showed meaningful improvement. Based on the findings, several suggestions are proposed for language teachers and teacher educators.

Inteligencia emocional y creatividad en alumnos de 1º y 2º de Primaria. ¿Existen diferencias por género?

El objetivo de la presente investigación fue analizar la relación entre creatividad e inteligencia emocional. El método empleado en la investigación ha sido de naturaleza cuantitativa, basado en la aplicación del Test de pensamiento creativo de Torrance (expresión figurada) y el cuestionario de inteligencia emocional EQ-i-YV para niños y adolescentes de Bar-On y Parker, a una muestra de 957 estudiantes de 1º y 2º de Primaria (6-8 años). Los resultados muestran como la edad y el género tienen efecto en la creatividad y la inteligencia emocional. Además, un 47,43% de los participantes presentaba bajos niveles de creatividad, mientras un 14,10% presentó altos niveles en este constructo. Las correlaciones entre creatividad e inteligencia emocional fueron bajas. Cuando se tiene en cuenta el género, se observa como mientras esta relación entre las variables es baja en el caso de los varones (r =,06), en el caso de las mujeres es menor (r =,02). El modelo presentado presentó un ajuste óptimo: χ2 (33) = 62,879 p 0,001; χ2/gl = 1,905; CFI = 0,96; NFI = 0,96; TLI = 0,95; RMSEA = 0,042, IC 95% (0,028 – 0,057). Como conclusión, afirmar que los datos de la investigación evidencian la necesidad de trabajar programas que trabajen la creatividad y la inteligencia emocional, que puedan proporcionar soporte emocional y servir en el desarrollo personal de los alumnos desde los primeros cursos de Primaria.

THE EFFECTS OF ENRICHED WORKSHOP TRAINING GIVEN TO PRE-SCHOOL STUDENTS ON CREATIVE THINKING SKILLS OF STUDENTS

The aim of the research was to explore the effects of enriched workshop training given to pre-school students on students’ creative thinking skills. The research was conducted during the 2016-2017 and 2017-2018 academic year. The mixed research design was used in the study. On the quantitative stage of the research, a single-group pre-test-posttest experimental design was applied. In order to identify the effects of the enriched training provided at different workshops, students were administered Torrance Test of Creative Thinking (Figural Form) as a pre-test-post-test. The study group of the research was comprised of 129 students in total including 81 students in the first group and 48 students in the second group, all taking training at the “Curious Junior Education Center” supported by Istanbul Development Agency and implemented by Pendik District National Education Directorate. According to the findings obtained from the quantitative method, a variation was identified in the test averages for student creative thinking skills (fluency, originality, elaboration, abstractness of titles, resistance to premature closure) before and after the training. Post-test averages for students’ creative skills increased. Paired samples t test was performed to determine whether or not the variation- increase- was significant. According to the t test result, enriched workshop training affects students’ total creative thinking skills significantly. In other words, enriched workshop training has developed students’ creative thinking skills positively. In the qualitative method, parents, students and teachers reported their views about the quality and effectiveness of the enriched workshop training. Keywords: creative thinking, enriched training, mixed method, workshop training.

Cortical correlates of creative thinking assessed by the figural Torrance Test of Creative Thinking.

Torrance Test of Creative Thinking is the most widely used form of creativity test. Although creativity assessed using the figural form of Torrance Test of Creative Thinking has been considered non-unidimensional, the structural correlates for each separable dimension have yet to be explored. The present study investigated the underlying cortical structure of separable dimensions for creativity using the figural Torrance Test of Creative Thinking. To this end, we recruited healthy young adults and conducted a regression analysis of the figural Torrance Test of Creative Thinking scores of gray matter volume after factorizing the five subscales using exploratory factor analysis. As a result, two factors of the figural Torrance Test of Creative Thinking were identified: (1) ‘FO’ factor consisting of fluency and originality and (2) ‘RAS’ factor consisting resistance to premature closure, abstractness of titles, and sophistication/elaboration. Subsequently, the FO factor showed a positive association with cerebral volumes in the parieto-temporal regions of the left angular gyrus and the right inferior parietal lobule, inferior and middle temporal, and parahippocampal gyri, which overlapped the default network. The RAS factor showed a positive correlation with the fronto-temporal regions including the bilateral temporal area, the left inferior parietal, and the right dorsolateral prefrontal regions representing the semantic control network. Our findings revealed the morphological substrates for the figural Torrance Test of Creative Thinking depending on two creative dimensions. The implications of the results are discussed.

The Effect Of Digital Teaching Material (Public Service Ad) Development Process On Preservice Teachers’ Creative Thinking Skills

This research was aimed at finding answers to the question how preservice teachers use creative thinking skills in a digital teaching material development process. The mixed method using both quantitative and qualitative methods was preferred in the research. The Torrance Tests of Creative Thinking (TTCT) Figural Form A was applied to the preservice teachers at the beginning and the end of the research. The SPSS software was used for analyzing the quantitative data. According to the pretest and posttest results of TTCT Figural Form A, the preservice teachers had significantly higher scores in the fluency, originality and elaboration factors in the posttest but no significant difference was observed in favor of the posttest scores in the abstractness of titles and resistance to premature closure factors. Interviews with the preservice teachers, observations and video records constitute qualitative data sources. It was aimed with the qualitative data triangulation to examine the effect of digital teaching material development process on preservice teachers’ creative thinking skills. Descriptive analysis and content analysis methods were used for analyzing the qualitative data. The results showed that the preservice teachers had positive opinions of the course in general, and they reported that they had fun and spent productive time as they did something practical.

ما وراء المعرفة وعلاقتها بالتفکير الابتکارى لدى تلاميذ الصف الخامس الابتدائى ذوى صعوبات تعلم الرياضيات

استهدف البحث الحالى تعرف الفروق بين الجنسين في ما وراء المعرفة و التفکير الابتکاري، وکذا دراسة العلاقة بين ما وراء المعرفة و التفکير الابتکارى لدى تلاميذ الصف الخامس الابتدائى ذوى صعوبات تعلم الرياضيات، وتکونت العينة من (193) تلميذا، وتلميذة من تلاميذ الصف الخامس الابتدائي ذوى صعوبات تعلم الرياضيات(101 تلميذا، 92 تلميذة)، وباستخدام اختبار المصفوفات المتتابعة الملونة لرافن، واختبار تورانس للتفکير الابتکاري الصورة (أ)، واختبار تحصيلي موضوعي في مادة الرياضيات إعداد الباحثة ومقياس ما وراء المعرفة لذوى صعوبات التعلم إعداد الباحثة، و باستخدام معامل ارتباط بيرسون، واختبار ت لعينتين مستقلتين توصلت نتائج البحث إلى أنه لا يوجد فروق بين الجنسين في ما وراء المعرفة، کما أشارت النتائج إلى وجود فرق دال احصائيا عند مستوى (0.01) بين متوسطي درجات تلاميذ، وتلميذات الصف الخامس الابتدائي ذوى صعوبات التعلم في قدرات الطلاقة، والأصالة، والدرجة الکلية في صالح البنين، وأنه لا يوجد فرق بين متوسطي درجات التلاميذ، والتلميذات في المرونة، وبحساب حجم التأثير لبيان نسبة تباين المتغير التابع وهو التفکير الابتکارى و التي ترجع للمتغير المستقل وهو النوع کانت قيمة مربع ايتا تساوى 0,05 وهو حجم تأثير صغير، وکذا وجود ارتباط موجب دال احصائيا عند مستوى 0.01 بين درجات التلاميذ في مقياس ما وراء المعرفة، وبين درجاتهم في جميع قدرات التفکير الابتکاري : الطلاقة، والمرونة، والأصالة، والدرجة الکلية لدى کل من عينة البنين، والعينة الکلية ووجود ارتباط موجب دال احصائيا عند مستوى05, بين ما وراء المعرفة، وجميع قدرات التفکير الابتکاري لدى عينة البنات. Abstract The current research aimed at studying gender differences in meta-cognition and creative thinking as well as studying the relationship between the meta-cognition and the creative thinking of the fifth grade primary school pupils with mathematics learning disabilities. The sample consisted of 193 fifth grades mathematics learning disabled pupils (101 boys, 92 girls). The researcher used Raven's Colored Progressive Matrices (CPM), Torrance test of creative thinking (TTCT) form (A), objective mathematics achievement test which prepared by the researcher and the meta-cognition test for learning disabled pupils that prepared by the researcher. Using Person's correlation coefficient and independent- samples T -Test, the results of the research showed that there was no difference between the score means of both boys and girls in metacognition. The results also indicated a statistically significant difference at the level of 0.01 between the score means of fifth grade boys and girls with learning disabilities in the abilities of fluency, originality, and total score in favor of boys while there was no difference between the score means for boys and girls in flexibility. Calculating the effect size to show the variance of the creative thinking as a dependent variable, It was due to gender as an independent variable. Eta square was s2 = 0.05 which was a small effect. Moreover, there was a statistically significant positive correlation at the level of 0.01 between pupils’ degrees in the metacognition scale and their degrees in all creative thinking abilities: fluency, flexibility, originality, and total score in both boys and the total samples. Also, there was a statistically positive correlation at the level of 0.05 between metacognition and all creative thinking abilities in the sample of girls.

Exploring the effectiveness of STEAM design processes on middle school students’ creativity

Creativity has an important role in many scientific processes which constitute a large and complex structure. It is difficult to identify and measure. Students’ creativity can be enhanced through specific education programs. The aim of this study was to develop a science, technology, engineering, art, mathematics (STEAM) design process program for teaching 7th grade middle school students to enhance their verbal and figural creativity. The study lasted 11 weeks. Pre-test/post-test quasi-experimental method with a nonequivalent control group was used. Study Group (n = 34) was presented a teaching approach focused on STEAM education, while the control group (n = 34) was taught based on the science curriculum and science textbook. Nine different STEAM design activities were developed. The data were collected with the Torrance Test of Creative Thinking. The SPSS Program was used in analyzing the data. At the end of the study, significant differences were determined in favor of the study group in both verbal and figural creativity. As a result of the study, recommendations for implementation of STEAM design processes were discussed.

Architecture and Creativity: Examining the Impact of Maharishi Vastu on Workplace Creativity

This paper reports on the effect of architectural design of a workplace on the creativity of its users. A technical services company relocated from a conventional office building to one designed according to Maharishi Vastu (MVA), a natural system of architecture based on alignment with the energy fields of the sun and the earth. The company’s employees were tested for creativity using Torrance Test of Creative Thinking (TTCT), before and after the move to the MVA building. Data showed significant improvement in the originality and depth of creative output. These results suggest that organizations can develop more original ideas and differentiate themselves for greater success, through choosing the right architecture for the workplace.

Problem Based Learning dan Discovery Learning Sebagai Prediktor Berpikir Kreatif

This research aims to investigate the influence of problem-based learning on creative thinking, the influence of discovery learning to creative thinking, and the simultaneous influence of problem-based learning and discovery learning to creative thinking. This research is explanatory with the processing and discussion of data using quantitative analysis technique. This research will be conducted at SMA Negeri 1 Rote Barat Daya, which is located in Oetefu Hamlet, Rote Barat Daya District, Rote Ndao Regency, East Nusa Tenggara province. The respondents involved in this study amounted to 88 high school students. The questionnaire used was adapted from a problem-based learning environment, inventory discovery of learning, and Torrance test of Creative Thinking (TTCT). The results showed that problem-based learning has no significant influence on creative thinking, discovery Learning has a positive and significant influence on creative thinking, and simultaneous testing of problem-based learning and discovery learning has no significant influence on the creative thinking of SMA Negeri 1 Rote Barat Daya.