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"Creative thinking"
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The Radical Imagination
The idea of the imagination is as evocative as it is elusive. Not only does the imagination allow us to project ourselves beyond our own immediate space and time, it also allows us to envision the future, as individuals and as collectives. The radical imagination, then, is that spark of difference, desire and discontent that can be fanned into the flames of social change. Yet what precisely is the imagination and what might make it 'radical'? How can it be fostered and cultivated? How can it be studied and what are the possibilities and risks of doing so? This book seeks to answer these questions at a crucial time. As we enter into a new cycle of struggles marked by a worldwide crisis of social reproduction, scholar-activists Max Haiven and Alex Khasnabish explore the processes and possibilities for cultivating the radical imagination in dark times. A lively and crucial intervention in radical politics, social research and social change, and the collective visions and cultures that inspire them.
eBook
Project-based learning oriented STEAM: the case of micro–bit paper-cutting lamp
The main purpose of the living technology curriculum is to cultivate students' interest in learning science and technology, and further to utilize their experience of learning instructions and develop their ability to integrate interdisciplinary knowledge and skills. In recent years, as countries have begun to emphasize the concept of interdisciplinary integration in the school education, STEM (Science, Technology, Engineering, and Mathematics, STEM) focuses on cultivating interdisciplinary talents. With this, STEAM highlights the role of ART because other dimensions of STEM are expected to be effectively integrated through the cultivation of aesthetics; the purpose of this study is to design a STEAM curriculum for elementary school children and to explore the impact of STEAM education on the creativity. The content of this course is based on the PBL (Project-Based Learning) with the teaching activities combining with “Chinese Paper-cutting” and “BBC micro: bit”. The teaching process is used the strategy of creative thinking instruction. The research method adopts a one-group pretest–posttest design based on a purposive sampling of 21 students from one class in an elementary school. The research tools included the records of learning feedback and the creativity assessment. The empirical findings show that the project-based learning incorporating STEAM activity has a positive significant influence on students’ development of creative recognition. Since the empirical results are constricted by the short-term STEAM course, the STEAM course with the art-oriented still benefits the STEAM education and Learning effectiveness of elementary school students. The implication of interdisciplinary interactive Lamp of Paper Carving with Micro:Bit is expected to contribute to further development of STEAM course. Since the curriculum is only last for few weeks, it is too short to affect the emotional facet of creativity. Future researches are suggested to extend the teaching period and evaluate the long-term influence of PBL STEAM on students' learning attitude.
Journal Article
Wisdom, Intelligence, and Creativity Synthesized
In Wisdom, Intelligence, and Creativity Synthesized, first published in 2003, Sternberg reviews and summarizes the best research available on human intelligence. He argues that any serious understanding of intelligence must go beyond the standard paper and pencil tests currently in use. In addition to analytical and quantitative abilities, a theory of intelligence must take account of peoples' creative abilities - their ability to go beyond given information and imagine new and exciting ways of reformulating old problems. It must also take into account peoples' ability to weigh options carefully and act prudently. Understanding one's own intellectual shortcomings, and learning how to overcome, is as important as developing one's strengths. Sternberg develops a vision of human intelligence that is far more nuanced and accurate than anything previously offered. Wisdom, Intelligence and Creativity Synthesized will be essential reading for psychologists, cognitive scientists, educators, and organizational researchers.
eBook
Effects of Virtual Reality Integrated Creative Thinking Instruction on Students’ Creative Thinking Abilities
Since the popular applications of information technology, digitalized materials, media, and equipment have become the essential abilities and instruments for teachers in modern education. In addition to some curricula requiring computing & reasoning and operation & demonstration, the situations of teachers utilizing transparencies, films, and network communications present that digitalized materials have become the mainstream teaching instruments. Creative Thinking Instruction is also largely promoted in school education that various creative teaching strategies are created. Such teaching strategies or models aim to develop and cultivate students' creative teaching abilities through various effective routes and approaches. The effects of teaching approaches and strategies on students' learning achievements and interests as well as the use of distinct teaching strategies and approaches for the promotion of teaching effectiveness are considered as the research motivation. The quasi-experimental research is preceded with the nonequivalent pretest posttest control group design model, where 104 students in two classes in a national university are selected for the experiment. The research results show that 1. Creative Thinking Instruction presents higher sensitivity than general traditional instruction, 2. Creative Thinking Instruction reveals higher fluency than general traditional instruction, 3. Immersion in virtual reality appears the highest sensitivity on Creative Thinking Instruction, and 4. Interaction in virtual reality presents the highest fluency on Creative Thinking Instruction.
Journal Article
STEM-Based Curriculum and Creative Thinking in High School Students
Creative thinking as a 21st century skill is fundamental to human development and a catalyst for innovation. Researchers frequently study it as it encourages students to analyze, synthesize, and evaluate information from different angles, vital for making informed decisions and solving complex problems. Therefore, this study aimed to assess the impact of a STEM-based curriculum on the development of creative thinking in high school students studying physics. Employing a quasi-experimental design, data were collected from 94 high school students of mixed gender and grade levels using the Torrance Tests of Creative Thinking (TTCT). Data analyses involve multivariance analyses (MANOVA) to answer the research questions. The findings showed that a STEM-based curriculum significantly impacted the development of students’ creative thinking compared to students who studied under a traditional curriculum regarding the metrics of fluency, flexibility, and originality. However, the development of participants’ metric of elaboration remained the same. Furthermore, the findings showed a significant influence of the grade level of participants who studied under a STEM-based curriculum on the metrics of fluency and elaboration. On the other hand, the findings revealed that grade level did not relate to the STEM-based curriculum for the metrics of flexibility and originality. The findings are discussed in light of recent research on the impact of STEM education.
Journal Article