Creative Thinking Skills

Fostering students' creative thinking skills by means of a one-year creativity training program

This current project aimed to test the effectiveness of a one-year creativity training program for higher education. The object of research is 198 students from an university in the Netherlands. The creativity of students following the training was measured before, halfway, and after the training. At each of the measurement points, different versions of seven well-validated creativity tasks were employed. The result indicates that the creativity training increased students’ ideation skills and, more importantly, their cognitive flexibility.

Developing creative thinking in future teachers as a topical issue of higher education

The author thought that there is a contradiction between the society's need for creative and resourceful teachers and the inability of the vocational pedagogical training system to create the necessary conditions for organizing the process of forming creative thinking in students-future teachers.To access the formed level of creative thinking in future teachers, the authors conducted an ascertaining experiment. The participant is 390 students studying in Kazan Federal University. The result indicated that the conditions created in a HEI are not sufficient for formation of high-level creativity. In addition, regular leisure fiction reading contributes to a higher level of creativity in future teachers.

Creativity fostering teaching: Impact of creative self-efficacy and teacher efficacy

This study aims to reveal the connection between two teacher-related factors, (i.e., creative self-efficacy and teacher efficacy), and teachers’ creativity fostering behaviors. Teachers’ creative self-efficacy could impact their creative teaching performance because of their natural inclination to be creative and serve as a role model. The result indicates that teachers’ self-efficacy and internal aspects of teacher efficacy predicted creativity fostering teacher behaviors whereas external aspect of teacher efficacy was not significant.

A creative problem solving‐based flipped learning strategy for promoting students’ performing creativity, skills and tendencies of creative thinking and collaboration

This study proposes a creative problem solving‐based flipped learning approach to guide students to comprehend the pre‐class materials and to develop their creativity through creative thinking. The object of research is the total of 125 university students, who were recruited and divided into the CPS‐based flipped learning group, the conventional flipped learning group, and the conventional technology‐based learning group for an 18‐week teaching experiment. The results showed that the CPS‐based flipped learning approach could significantly increase students' choreography creativity, dance skills and creative thinking tendency.

Hybrid-PjBL: Learning Outcomes, Creative Thinking Skills, and Learning Motivation of Preservice Teacher

This study aims to examine the effect of Hybrid-PjBL implementation on preservice teachers' learning outcomes, creative thinking skills, and learning motivation. The object of research was all the sixth-semester students in the biology education programme in the University of Muhammadiyah Malang. The results showed that the application of Hybrid-PjBL had a significant influence on the preservice teachers' achievement of learning outcomes and creative thinking skills.

The use of multimedia as an effort to improve elementary teacher education study program college students‘ comprehension ability and creative thinking skills in following science study courses

The research objective was to improve the understanding and creative thinking skills of elementary teacher education college students as prospective teachers in following science courses. The research object is the aspects of elementary teacher education college students, such as cognitive, affective, and psychomotor. From the results,  92% of college students strongly agree that the science lecture process using multimedia learning media can improve creative thinking skills and understanding of the material in science subjects for teacher education college students.

The Twelve Core Life Skills

In page 139, this part indicates the definition of creativity and the relevance of creativity (and related skills) by dimensions of learning, the four dimensions as follows.

1. ‘Learning to Know’/the Cognitive Dimension

2. ‘Learning to Do’/the Instrumental Dimension

3. ‘Learning to Be’/the Individual Dimension

4. ‘Learning to Live Together’/ the Social Dimension

Creativity

This web offers more resources about creativity, including the basic tutorial and further readings. The tutorials introduce some valuable and academic theories about creativity as follows.

1. Three basic principles

2. The creativity cycle

3. Creative heuristics

4. Group creativity

5. The dark side of creativity?

1. Borodina, T., Sibgatullina, A., & Gizatullina, A. (2019). Developing creative thinking in future teachers as a topical issue of higher education. Journal of Social Studies Education Research, 10(4), 226–245. No DOI. (assess link [only google access only])

2. Cayirdag, N. (2017). Creativity fostering teaching: Impact of creative self-efficacy and teacher efficacy. Educational Sciences : Theory & Practice, 17(6), 1959–1975. https://doi.org/10.12738/estp.2017.6.0437

3. Collister, P. (2017). How to use innovation and creativity in the workplace. Pan Macmillan.

4. Critical Thinking Web. (n.d.). Creativity. https://philosophy.hku.hk/think/creativity/

5. Ding, M. (2020). Logical creative thinking methods. Routledge.

6. Greetham, B. (2016). Smart thinking: how to think conceptually, design solutions and make decisions. Macmillan International Higher Education.

7. Hokanson, B. (2018). Developing creative thinking skills: an introduction for learners. Routledge.

8. Hsia, L., Lin, Y., & Hwang, G. (2021). A creative problem solving‐based flipped learning strategy for promoting students’ performing creativity, skills and tendencies of creative thinking and collaboration. British Journal of Educational Technology, 52(4), 1771–1787. https://doi.org/10.1111/bjet.13073

9. Kaufman, J. C., & Sternberg, R. J. (2021). Creativity : an introduction. Cambridge University Press.

10. Rahardjanto, A., & Fauzi, A. (2019). Hybrid-PjBL: Learning Outcomes, Creative Thinking Skills, and Learning Motivation of Preservice Teacher. International Journal of Instruction, 12(2), 179-192.http://doi.org/10.29333/iji.2019.12212a

11. Ritter, S., Gu, X., Crijns, M., & Biekens, P. (2020). Fostering students' creative thinking skills by means of a one-year creativity training program. Public Library of Science One, 15(3), e0229773–e0229773. https://doi.org/10.1371/journal.pone.0229773

12. Suchyadi, Y., Safitri, N., & Sunardi, O. (2020). The use of multimedia as an effort to improve elementary teacher education study program college students‘ comprehension ability and creative thinking skills in following science study courses. Journal of Humanities and Social Studies, 4(2), 201-205. https://doi.org/10.33751/jhss.v4i2.2549

13. TED. (2019, February 7). A powerful way to unleash your natural creativity | Tim Harford [Video]. YouTube. https://www.youtube.com/watch?v=yjYrxcGSWX4

14. Temple, S. (Ed.). (2019). Developing Creative Thinking in Beginning Design. Routledge.

15. The United Nations Children's Fund. (n.d.). The Twelve Core Life Skills. https://www.unicef.org/mena/reports/reimagining-life-skills-and-citizenship-education-middle-east-and-north-africa